Using a pre-/posttest research design, this article measures the learning impact of active-learning techniques such as role-playing simulations in an international relations course. Using the students' different responses to the pre- and postsimulation surveys in a quasi-experimental design whereby two sections that were taught by the same instructor were given different sets of theoretical readings, this article shows how exposure to different decision-making theories has a measurable effect on how students behave in the role-playing simulation. (Contains 4 notes and 2 tables.)