Due to the increments in the number of students admitted in nursing programs and to avoid risks to patient safety, simulation-based education is considered a solution for nursing colleges to maintain the quality of its outcomes. This study aimed to evaluate the quality of undergraduate Nursing students' simulation experience by exploring the perception of both students and clinical instructors, especially after using high-fidelity simulators at Sultan Qaboos University, Oman. The study followed the quantitative and qualitative research approach and purposively selected sampling. One hundred and twenty-one (121) students and 17 members of the faculty from five nursing courses voluntarily participated in completing two questionnaires which included three main subscales which are realism, value, and transferability. Ten students and three faculty members were interviewed, while 67 students were evaluated to explore the improvement in their performance using a rubric adapted from Quality and Safety Education for Nurses (QSEN) rubric for evaluation students' performance in terms of patient-centered care, teamwork and collaboration, evidence, quality, safety, informatics, and professionalism. The quantitative data were analyzed using SPSS Version 23 by calculating the mean, standard deviation, and agreement percentage. Moreover, a thematic analysis was used to analyze the qualitative data. The findings revealed a general satisfaction by the students towards the simulation experience. While, it revealed a high satisfaction level by the faculty. The thematic analysis for interviews highlighted the themes, which were simulation experience benefits, its insufficiencies, and areas that could be targeted for improvement. The rubric findings showed satisfactory students' performance from the faculty perception during patient encounters and it underlined the strong and weak points of competencies. This study experience yielded many implications as it demonstrated the role of simulation as viable alternative environment for real clinical settings in enhancing students' knowledge, skills, and performance. It highlighted the problems that the male students face during their practice on women's disease and childbirth especially in a society that respects customs and traditions. In addition, it pointed out the need to provide high-quality training for technicians to deal with the simulators' technical problems to maximize learning, purchase extra simulators to cover the increase in the number of students admitted, and continuously evaluate the simulation experience to discover the strengths and weaknesses which help educators and policy makers to improve the quality of the simulation.