This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.