This paper proposes criteria that instructors should be sensitive to when evaluating simulations or role-plays for use in international/comparative politics courses. The potential benefits and drawbacks to these interactive exercises are addressed as well as the special circumstances that must be taken into consideration to reap the full promise of these teaching tools. The evidence of their effectiveness includes references to studies that have used control and experiment groups. A reviewed annotated bibliography that concentrates on new role playing games (RPGs) and simulations are included for newcomers and veterans alike to explore new possibilities for teaching courses with an international issues component.