During the last decades digitalization has proceeded rapidly and various digital teaching and learning tools are available nowadays. One for science education typical and theoretically well described application are simulations. While previous research focused on design features and/or learning effects of the use of simulations, up to now little is known about the extent to which simulations are actually used in science classes. In this study the use of simulations in science education is analyzed as well as (design) features which are important for teachers when choosing a simulation. 76 teachers were surveyed through a (online) questionnaire. 61% of the asked teachers use simulations in their lessons, independent of their age, teaching experience and number of science lessons per week. Significant differences occurred depending on the sex of the teachers, school type and subject. When choosing simulations, teachers use a limited number of known online providers. The most important (design) features are scientific correctness, use of scientific language, free availability, clear visual design which is similar to everyday-life, and matching technical resources. Of minor importance are features which consider the diversity of the learning group.