In teacher preparation programs, teacher candidates are expected to learn parental collaboration through their required college coursework and field experiences. Due to confidentiality requirements in field placements, however, teacher candidates are typically not provided an opportunity to attend IEP or 504 plan conferences. In this study, technology-based simulation, TeachLivE™, was integrated into undergraduate course instruction to promote pre-service teachers’ collaboration with a parent avatar during a 504 plan conference. A control group design was used to compare teacher candidates’ self-reflection in three areas: (1) facilitating an effective parent-teacher conference, (2) presenting professional communication, and (3) making appropriate instructional decisions. Findings reveal a significant difference between the control and intervention groups on self-assessment scores in the two areas of facilitating an effective parent teacher conference, and making appropriate instructional decisions. In addition, the length of reflective responses increased in all three areas in favor of the intervention group using TeachLivE™.