The use of a real-world case in a classroom simulation--in contrast to invented or disguised cases--is not widely recognized as a "combination" of two common active-learning strategies in political science: teaching with a case study and conducting a simulation. I argue that using such a simulation therefore can provide the benefits of both strategies. This article focuses on reasons instructors might want to use such a combination classroom activity and the possible pitfalls. It argues that they allow for the acquisition of case knowledge along with abstract theories and the development of students' ability to recognize others' points of view. It then describes one such case-based simulation of the negotiations ending the apartheid system in South Africa designed to enhance student understanding of the democratization literature that argues that elite interests drive the likelihood of regime transitions. Simulations based on real cases can fulfill several pedagogical goals simultaneously while reducing instructor preparation time.