Simulation games have a long history in education and are well suited to learning about negotiation, power, relationships and uncertain outcomes. This paper reflects on the experience of using a semester-long simulation game to introduce postgraduate students to development policy. It focuses on three issues identified in the literature--realism, the role of staff and assessment--and maintains that the risks and uncertainties associated with simulation games are beneficial in ensuring effective learning about policy. (Contains 1 table and 4 notes.)