Money and credit management is a problem which the teenager must face as a member of his present family and, in the not-too-distant future, in a home of his own. To help teach consumer credit and money management in high school vocational homemaking classes, a simulation game was developed using procedures and steps listed by various game developers and incorporating concepts and generalizations selected from the Oklahoma consumer education curriculum guide for vocational homemaking teachers. A control group of homemaking classes, rating scales, and the Mann-Whitney U statistical procedure were also used to measure the effectiveness of the game. Among the findings were that teachers held generally favorable opinions of the educational value of the game, and that students considered the motivational qualities and relevance of game materials to be above average. However, it was also revealed that there were no significant score differences between the two test groups. It seems that simulation games are a feasible method for teaching consumer credit and money this Ed.D. dissertation was submitted to Oklahoma State University. (Author/JS)