The simulation-gaming approach to college introductory economics courses benefits students who possess a certain combination of cognitive learning styles. The Cognitive Style Questionnaire, administered to 120 freshmen, identified those students who obtain meaning from spoken words, numerals, or mathematical symbols; have the ability to place themselves in another's position; and are influenced by peers as those who would benefit from the simulation-gaming method. Students who obtain meaning from written words, numerals, or mathematical symbols, direct their own behavior, and make their own decisions were identified as learning best from the lecture-discussion approach. Students were then randomly assigned to courses using one of the two approaches. The experimental class integrated simulation with the lecture method; the control class used the lecture method exclusively. Experimental classes used role playing, team membership, and a computer simulation to demonstrate microeconomic and macroeconomic concepts. Students responsive to simulation techniques in the experimental classes received higher grades than their counterparts in the control classes; conversely, students responsive to lecture-discussion methods recorded higher grades in the control classes than their counterparts in the experimental classes. (KC)