The only government-run medical school in Cambodia, University of Health Sciences, until recently have primarily used lectures to teach. Limited resources here often leave clinicians heavily dependent on their history and examination skills to guide clinical decision-making. The lack of an outcome-based undergraduate curriculum, or an official neurology postgraduate training programme, only supports this desperate need for improved teaching in neurological clinical skills. For the first time in Cambodia, we used simulation to facilitate students learning. Our aims were to assess the effectiveness of using simulation to learn neurological clinical skills, and determine students’ perspectives towards this approach. In total, 500 students between year 3–6 were taught neurological clinical skills using a simulation-based approach. Pre- and post-test OSCE evaluation was performed for 33 year 3 students as an objective measure of effectiveness, and surveys used to assess perception. We found that pre- and post-OSCE scores for examination improved with statistical significance. Surveys revealed students valued this method of teaching over lectures, and post-simulation, 74% and 64% of students had increased confidence levels in history taking and examination, respectively. This project has demonstrated the positive impact of simulation on students’ learning, and supports it’s integration into the evolving curriculum.