This study looked at the use of a business simulation that focused on improving the leadership skills of students in an MBA class at an HBCU in North Carolina. The students were asked to complete a questionnaire that identified their dominant leadership style. The study then compared the students who had an affiliative style of management against students with other leadership styles noting differences in how they performed in the leadership simulation. The results indicated that the affiliative style was less effective in developing and utilizing power and spoke significantly less to people than students with the other managerial styles. Further results stated that students with an affiliative managerial style scored significantly lower on both the financial and customer goals and that there was a significant difference in the number of times students opposed another character's ideas with the affiliative style. The results also showed that students had a significant improvement in their leadership, business results and total scores after playing scenario one multiple times. The multiple attempts at playing the scenarios allow students to adopt their styles to improve their scores and experiment with behaviors that are more typical of other managerial styles. Finally, the study noted that simulations provide an excellent opportunity to couple both conceptual learning with practice that is a self paced, in safe environment.