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Laboratory exercises play an important role in any Vocational Education curriculum. They aim not only to assist the establishment of necessary technical skills by the students, but also to help them consolidate the main theoretical principles associated with their studies. While execution of laboratory exercises in the traditional manner – in physical laboratories – is a practice that cannot, and should not be abandoned, the use of simulations can relieve both learners and teachers from time-consuming preparation work and safety checks on the exercises performed, while allowing both parties freedom to focus on the mainstream teaching objectives. Some of the available simulation software on laboratory courses in the electrical, electronics and automation domain comprise complete virtual laboratories, which are absolutely suitable to fulfill the above role. In the Greek vocational education system, substitution of a traditional laboratory course by a simulated one is not officially mandated nor supported, though it is occasionally suggested that it could be deployed on the teacher's own initiative. Thus, there isn’t enough practical experience accumulated in this domain, nor has there been any research works done, examining the impact of using simulators during the learning process. To remedy this lack of information, an attempt is made by this thesis to record the students' point of view on the usefulness, the ease of use, the ease of learning, and the satisfaction drawn from using simulation software to substitute a physical electronics / electricity laboratory. A survey was conducted by filling out anonymous, closed-format questionnaires, which were distributed to five different classes of students, who were enrolled in three different secondary-level vocational schools, in two different domains and three different disciplines. The questionnaires were derived from an adaptation of a standard Likert-scale software usability assessment questionnaire. Processing of the collected responses revealed an attitude largely positive towards the use of simulations, observed regardless of class, domain, discipline, social origin or school performance of the participating students.