Background: Emergency medicine (EM) physicians are expected to perform certain rare but important clinical procedures. Faculty in EM training programs may perform these procedures less frequently than other EM physicians, as they share them with residents. Many EM residency programs use simulation, but it is less utilized for faculty training. Objectives: To determine if completing a 2-hour simulation-based rare procedure lab improved EM faculty participants’ self-rated confidence in the ability to perform and teach the procedures safely and effectively. Methods: This was a prospective, observational cohort study using a pre- and post-survey methodology for EM faculty physicians of an urban, Level I trauma center. A 16-item visual analog scale (VAS; 100mm) questionnaire administered before and after a standardized, simulation-based learning module assessed their ability to efficiently and safely perform and teach four different rare procedures: thoracotomy, lateral canthotomy, retrograde intubation, and ultrasound-guided IJ placement. Descriptive statistics were used to describe participants’ experiences with each procedure. Wilcoxon signed rank test was used to compare pre- and post-training survey results. Results: Between February-April 2012, 20 EM faculty physicians completed the training. Physicians reported the most baseline experience with ultrasound-guided IJ placement and the least experience with lateral canthotomy. Participants’ self-reported confidence in their ability to perform safely and efficiently and to teach each of the four procedures improved significantly after training (p < 0.05 for all comparisons). The average change in VAS score from pre- to post-training was largest for lateral canthotomy (efficiency = 38.627.6; safely = 35.429.6; teach = 46.828.8) and smallest for the rescue airway module (efficiency = 11.720.3; safely = 11.319.7; teach = 12.818.7). Previous experience with the procedure did not affect pre- and post-training score improvement. Conclusion: Providers reported improved confidence in their ability to efficiently and safely perform and teach rare procedures following a simulation-based training session. Participants perceived this training to be most helpful for the most rarely encountered clinical procedures.