Many professors assume that their courses are exciting and worthy of students' attention. However, students find some finance courses to be more appealing than others. The introductory college course in financial intermediaries and markets often can be found at the bottom of student interest rankings of finance courses due to its complex nature. Student evaluation comments regarding the material often include terms such as "dry" and "boring." This paper examines the effectiveness of a game that uses student interaction to breathe life into the potentially "dry" and "boring" concepts of financial intermediation, including denomination intermediation, maturity intermediation, liquidity provision, and credit risk diversification. It presents an exercise designed to enhance and measure comprehension and measures the incremental impact of the exercise on learning over and above that accomplished with the formal lecture approach. (Contains 1 table.)