This study investigated the effect of simulation game instructional strategy on academic performance of students in secondary school Social Studies. The quasi-experimental design was employed. One hundred and sixteen (116) Upper basic 2 students from six schools constituted the study sample. 50-items multiple-choice Social Studies Achievement test (SSAT) was used to collect data. The SSAT was tested for reliability, and a value of 0.79 was obtained. Means, standard deviation, and analysis of covariance were used to analyze and interpret data obtained. The result of the study showed that simulation games instructional strategy enhanced students' performance in the social studies classroom; gender did not influence students' academic performance. Based on the findings, it was recommended among others that simulation games strategy should be used in teaching Social Studies. Social Studies educators and curriculum planners should incorporate innovative, problem and activity-based instructional strategy like simulation games in all institutions where teachers are trained.