An emerging assumption in undergraduate political science education is that role-playing simulations are an effective teaching tool. While previous studies have addressed the pedagogical advantages of simulations as compared to more traditional teaching techniques, less attention has been paid to student perceptions of these simulations. This study uses data collected from an introductory "International Relations" course that includes a 2-day Model United Nations Crisis Simulation. Students are given a presimulation and postsimulation survey in order to gauge the perceived educational value of classroom simulations. Do undergraduates perceive simulations to be a valuable learning tool? Do these perceptions change after they participate in a simulation? Gender, class rank, and previous interest in world politics are considered. Finally, the authors consider whether students' perceptions of the simulation experience correlate with the assumptions in the existing literature. (Contains 4 tables and 6 notes.)