Clinical simulation is recognised as an authentic approach that relies on practice through simulations of real situations. The development of scenarios for evidence-based simulations is an important stage in planning simulations. Yet, in teacher education there is a paucity of research on the subject of simulation scenarios. The goal of the current study is to expand the range of existing knowledge, by examining teachers’ perceptions of authenticity in simulation-based learning (SBL) scenarios. Using a qualitative methodology and a case-study approach, the current study involved 59 teachers who participated in SBL workshops. Data analysis revealed three main themes related to the simulation scenario, which were identified as contributing to the authentic learning experience: (a) physical elements of the scenario environment, (b) contextual elements of the scenario event, (c) experiential elements of the scenario enactment. Theoretical, methodological, and practical aspects for developing scenarios are discussed.