Background Poverty is a reality for many individuals and families. Unless one has lived in a poverty situation, it can be difficult to understand the challenges people face. Methods This study was a quasi‐experimental study with a pre‐ and post‐test design (36 select‐items from four‐established instruments) that measured students’ self‐perceived knowledge, skills, and attitudes towards people living in poverty. All undergraduate, pre‐licensure, senior‐level nursing students enrolled in a community nursing course (fall 2018–fall 2019, n = 254) participated in a face‐to‐face interactive Community Action Poverty Simulation (CAPS) with a focus on the QSEN concept of patient‐centered care. The winter 2020 semester, the simulation was not offered because of the coronavirus pandemic; these students (n = 96) served as a comparison group. Results Paired‐samples t‐tests revealed knowledge, skill, and attitude mean scores, were improved for all students with the exception of social justice attitudes (improved only for the non‐simulation group). Independent‐samples t‐tests revealed simulation students had higher knowledge, skill, and attitude scores on the Adapted CAPS Assessment and Active Learning Measure. Non‐simulation participants had higher Political Awareness scores. Conclusion These results indicated the CAPS appears to be an effective simulation to change students’ self‐perceived knowledge, skills, and attitudes regarding people whose incomes are low or who are living in poverty.