In this manuscript, we report the impact of students' usage of a simulator in the preparation of chemical engineers. This case study was conducted using content pretest and posttests, survey questionnaires, interviews, classroom observations, and an analysis of students' written response to design problems. Results showed the use of simulator was associated with increases in students' scores, but the novelty of innovation was not the single explanation for increased achievement. Additional findings included the appropriation of argument norms from verbal class participation into written responses for design problems. Implications for teaching and future research are discussed.