Simulations are being used more and more in political science generally and in international relations specifically. While there is a growing body of literature describing different simulations and a small amount of literature that empirically tests the impact of simulations, scholars have written very little linking the pedagogic theory behind simulations to the strategies and tactics used to develop and deliver them. Drawing insights from the existing pedagogic literature, material in IR simulation articles, and the small amount of existing literature on this subject, we seek to identify patterns in how instructors use simulations to facilitate student learning. Using a constructivist learning theory approach, this article reviews existing theories on the most effective ways to develop and use simulations. Our review of current IR simulation articles indicates that effective simulations are designed to strike a balance between students' perceptions on what happened and existing theory as to why it happened. Students are then able to use these simulations as a method to judge the theories and to apply lessons from the simulations to current events. (Contains 1 note and 1 table.)