This chapter considers a number of key issues concerned with supporting exploratory simulation-based learning through the provision of appropriate tutorial interventions. It focuses on sources of pedagogical knowledge that have the capacity to inform real time decision-making in such contexts. It looks to both empirical studies of learning, and research on the action and thinking of teachers, as potential sources of practical pedagogical knowledge. The chapter has implications for both Intelligent Tutoring Systems (IST) research and for teacher education.