The purpose of this study was to develop a broadcast economic computer simulation and to ascertain how a lecture-computer simulation game compared as a teaching method with a more traditional lecture and case study instructional methods. In each of three sections of a broadcast economics course, a different teaching methodology was employed: (1) the lecture method; (2) the case study method; and (3) the lecture-computer simulation method. Approximately 25 students were enrolled in each section. One conclusion was that the differences among the teaching methodologies were not significant with respect to grades earned by the students in the three groups. It was not possible in this study to determine whether learning retention is similar over an extended period of time for students in the different groups. A second conclusion was that the learning retention of students may be significantly higher in the lecture-computer simulation section than in the lecture or case study sections only if the simulation is correlated directly to the lecture with respect to the main decision areas. (LL)