The paper describes a study involving simulation activities in a college level survey course in economics. In addition, it compares student learning in an economics course based on simulation with student learning in a lecture discussion course. The hypothesis was that certain types of students would benefit from the simulation-gaming approach while other students would benefit from a lecture-discussion method. Learning style characteristics considered important for students taught by simulation included receptivity to auditory stimuli, sensibility to peers, and a high degree of self-direction. Conversely, students more receptive to a lecture-discussion method obtain meaning from written words, numerals, and mathematical symbols. On the basis of a cognitive style questionnaire administered to 120 college freshmen at the beginning of the semester, students were designated simulation type or lecture type and were randomly assigned to a simulation or lecture course. All students were provided copies of the same course syllabus and textbook. Scores on three multiple choice, short answer, and essay tests administered throughout the semester were statistically analyzed. Findings indicated that simulation type students performed better in simulation courses than they did in lecture discussion courses. It was concluded that student performance is influenced by interaction between teaching methods and cognitive learning style. (DB)