The research study measures changes in political attitudes of high school students after playing the game "Democracy." The primary purpose of the experiment was to determine if role identification and game structure are primarily responsible for the effects of the game upon the player's attitudes. The player takes the role of a congressman who discovers that he must engage in "log-rolling", acceptance of which is the main dependent variable measured in the study. Three other variables investigated are the student's subjective estimate of the prevalence of log-rolling in congress, his political efficacy, and his intention to participate in the political process. One control and four experimental treatments were employed for this study. The scores show that: 1) both game structure and role identification contribute to the effectiveness of the game in changing student attitudes toward acceptance of log-rolling; 2) students think a great deal of log-rolling occurs; 3) student political efficacy decreased slightly after playing the game; and 4) student intention to participate in the political process was not significantly affected. The results have implications for curriculum designers concerned about the impact of materials on student attitudes. (SJM)