Abstract Introduction The subjective and objective benefits of an opioid‐related disorders simulation lab have not been well established in pharmacy student education. Opioid‐related disorders are extremely prevalent, and education of pharmacy students should develop as the role of the pharmacist progresses. Objective To enhance knowledge, affective skills, and empathy in the management of opioid‐related disorders for third professional‐year student pharmacists using simulation. Methods Third‐year student pharmacists participated in a three‐part opioid‐related disorders activity. Students first completed a patient case in groups, then presented as the patient to a simulated retail pharmacy to obtain a buprenorphine‐naloxone prescription, and lastly, provided counseling to a simulated patient for naloxone nasal spray. Knowledge was assessed with a multiple‐choice survey, and affective skills and empathy were assessed with an opinion‐based survey. The surveys were administered pre‐class, post‐class, and 1 month following the class. The surveys were not validated but were based on curriculum goals. All of the surveys were completed online, and the pre‐class and post‐class surveys were completed on computers during class. Results A total of 150 students completed the pre‐class survey, 144 completed the post‐class survey, and 90 completed the survey 1 month later. The experience was reported as valuable by 100% of participants. Knowledge significantly improved from the pre‐class survey (85.6%) to the post‐class survey (94.3%) ( p < 0.001) and remained improved 1 month following the activity (92.4%) ( p = 0.002). Based on the opinion‐based survey, empathy toward patients with opioid‐related disorders was significantly improved for three survey items following the activity and 1 month after the activity. Conclusion This three‐part simulation demonstrated improvement in empathy and knowledge in the ability to provide care for patients with opioid‐related disorders among student pharmacists.