Individual differences (IDs) play an important role in the second language learning process and explain the varied experiences of the L2 learner. The two major IDs, language aptitude and motivation, can be primary factors in one's ultimate proficiency. While language aptitude is largely fixed, motivation is malleable and can aid in overcoming deficits in one's proficiency level. This action research study explores simulation techniques to gauge its impact on the motivation of 15 Foreign Language in the Elementary School (FLES) students. Simulation and role play have demonstrated to be engaging techniques that enhance the learning experience in the second-language classroom; however, it remains to be seen if these techniques have an impact on L2 motivation in the FLES context, namely in regard to integrative orientation. In this mixed-methods study, FLES learner motivation was surveyed to measure change in integrative motivation and attitude toward L2 learning, the two variables in Gardner's (1985) socio-educational framework of motivation. Using a Likert scale L2 Motivation Survey, a Language Background and Perceptions questionnaire, a semi-structured interview, and instructor field notes, findings were triangulated to form a conclusion surrounding this intervention's effectiveness. Quantitative results are conflicting: raw descriptive statistics show a promising correlation; however, they are mostly lacking in statistical significance. Despite this, when findings are combined with qualitative results, there is a concluded benefit for including cultural simulation in the FLES classroom.