This investigation opened with justification of the association of simulation and rhetoric found in the works of Bitzer, Bryant, Burke, and Nichols. It then focused on some advantages that association provides in the classroom: provides learning experiences for diverse groups, applies to problem solving, gives variety to lecture approach, develops social behavior, and increases awareness of alternatives. A list of simulation procedures was provided for specific rhetorical principles: cooperation/competition; decision making; reasoning; recall; perspective; negotiation; and goal setting. Existing, modified, and original games were included. Simulation with a college Interpersonal Communication class provided two case studies. Procedures, results, and evaluative feedback described degrees of effectiveness, and future application and research were also provided.