As indicated in numerous research studies, schoolchildren encounter many difficulties and obstacles in learning the multifaceted concept of the angle. In order to explore the possibility of enhancing schoolchildren's understanding of such a concept, the authors present a study that aims at investigating some structural characteristics of Angolandia, a simulation game for learning about angles specifically designed according to theoretical-methodological choices for which references were initially drawn from the literature on simulation games and teaching mathematics. This research, involving 31 children from two, 4th-year primary school classes who played Angolandia, reports the observations made as the game was played, an analysis of a written interview on the angle with children before and after the educational activity and an interview with their teachers. These initial data are discussed and considered as the point of departure for systematic experimentation and future developments.