This paper focuses on the practical knowing that is central in police education.Drawing on perspectives about tacit knowledge and embodied learning (e.g.,Argyris & Schön, 1974; Merleau-Ponty, 1945/1997; Polanyi, 1966) as well asempirical examples, this paper will discuss the design of and what can beexpected from computer simulation training for the development of policestudents' professional knowing. Based on the the lessons learned fromworking with computer simulations in police education we argue thatcomputer simulations can be a useful aid for practical training, but they cannotreplace exercises in scenario training or drill exercises.