This paper discusses the development of computer-based business simulations designed to prepare high school students for entry-level jobs in business, and explores the implementation of feedback mechanisms in simulations. Reasons why simulations are an appropriate type of media for this application, the nature of feedback, and research on feedback are considered. An overview of the Classroom, Inc. Project is then presented, including descriptions of the computer-based simulations and activities augmenting the simulation. The following instructional goals and ways that the goals are addressed by the simulations are examined: (1) give students experience with the language of the corporate world; (2) give students a feel for the major structural features of a business entity; (3) introduce students to contingencies in the business environment; and (4) show students how these contingencies are related to each other and to the goals of the business entity. The benefits of using fiction to engage the learner are considered, and objectives for feedback mechanisms are listed. Two categories of feedback mechanisms are described: within-the-fiction feedback, including follow-up scenarios, qualitative variables, financial statements, and variable-based scenarios; and outside-the-fiction feedback, including text-based feedback, what-if analysis, student discussions, and teacher-guided discussions. (16 references) (MES)