Discussed is the development of games which provide teacher-trainees with experience in anticipating the response of different types of handicapped children to different tasks, and reported are results of four studies evaluating the effects of such games. It is explained that the games are designed to improve understanding of students and that they provide immediate feedback based on empirical data. The process of developing anticipation games is described in three stages: analyzing people and situation, collecting normative data, and choosing a game format. Summarized are studies which investigated questions such as how accurately different groups of college students anticipated educable mentally retarded and nonretarded children's responses to a set of questions. (LS)