Introduction: Some procedures in neonatal-perinatal medicine are rarely performed in day-to-day clinical practice. Relying on clinical exposure alone to maintain procedural competency in those skills may be inadequate. Simulation-based training provides an option to practice these rarely performed procedures in order to maintain competency. Here, we report the preliminary results of a simulation-based procedural skills maintenance curriculum for neonatal-perinatal medicine faculty. Methods: Based on a needs assessment survey, we identified several procedures that faculty neonatologists believed would benefit from simulation-based maintenance training. During a two hour simulation session, faculty were divided into small groups and rotated through four separate procedural skills stations: pericardiocentesis, electrocardioversion, defibrillation, and exchange transfusion. Using a collaborative learning model, each group worked as a team to practice the procedural skills. Pre- and post-session surveys were used to evaluate the educational impact of the sessions on both self-perceived knowledge and procedural competency. Results: Participants reported significant improvements in self-perceived procedural competency in three of the four procedural skills. The majority of participants reported feeling more confident in their ability to perform the procedures after participation in simulation. The overall quality of the event was rated as ‘good’ or ‘very good’ by all participants. All participants ‘agreed’ or ‘strongly agreed’ that they learned something new during the simulation session. Discussion: Simulation-based maintenance training for rarely performed procedures in neonatal-perinatal medicine is feasible, and was associated with improvements in self-perceived competency amongst neonatal faculty members. Based on these early results, further investigations are planned.