Abstract: Simulation-based learning (SBL) has emerged as a transformative pedagogical strategy in nursing and midwifery education, particularly in preparing students for high-stakes clinical environments such as the labor room. The labor room is a complex, fast-paced, and emotionally charged setting that demands not only sound theoretical knowledge but also refined psychomotor skills, critical thinking, communication competence, and emotional resilience. Traditional clinical exposure alone has often been insufficient to ensure readiness among novice nursing students, leading to anxiety, lack of confidence, and compromised learning outcomes. In this context, simulation-based learning provides a structured, safe, and learner-centered approach to bridge the theory–practice gap before labor room posting. This review article explores nursing students’ experiences with simulation-based learning prior to labor room exposure, focusing on its impact on knowledge acquisition, skill development, confidence, clinical judgment, teamwork, and emotional preparedness. The article synthesizes findings from national and international literature, discusses theoretical underpinnings of simulation pedagogy, examines types of simulations used in obstetric education, and highlights perceived benefits, challenges, and future directions. The review underscores the importance of integrating simulation-based learning systematically into preclinical obstetric nursing curricula to enhance student readiness, patient safety, and quality of maternity care.