Instructors are often reluctant to alter their current pedagogies in favor of engaged learning alternatives. In this article the author describes the development and implementation of an engaged learning, simulation-based pedagogy designed to increase student and instructor engagement. Student learning was examined across simulation and non-simulation classes. Results indicated that equivalent learning occurred across classes, with simulation classes reporting high levels of classroom engagement. The costs and benefits of this pedagogical change are examined. (Contains 3 notes and 2 tables.)