This research examines the impact of the Poverty Simulation Project, an experiential learning modality, on students' understanding of life in poverty. A total of 101 students representing 5 undergraduate majors in the College of Health and Human Services completed measures of critical thinking, understanding of others, and the active learning scales. Results indicate that although students did not change their thinking about the causes of poverty, they changed their perceptions about the difficulties of the daily lives of the poor, increased their ability to analyze life situations, and stimulated their further thinking about poverty. Results demonstrate that social work majors did not differ from other majors in their gains from this experience. Implications for teaching about poverty and the poor, especially as it relates to experiential learning, are discussed. (Contains 2 tables.)