While simulations and role-play have been staples in the civic classroom, little is known about how they work as best practices. This study explores the ways simulations and role-play may influence students' civic identities. Drawing from sociocultural theories, the article seeks to understand how students' practice-linked identities may be shaped by their experiences with simulations and role-play in the classroom. Specifically, this study follows 2 students of color in an effort to elucidate how political simulations and role-play may impact their practice-linked identities as citizens. Findings suggest simulations and role-play provide ways for students (who may initially feel disempowered) to engage with political processes that support their identities as active citizens who are empowered to change the system.