Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as an organizer. A suburban junior high school and high school were involved. Within each class, students of the same sex were paired according to their ranking on a standardized test of verbal ability, then one member of each pair was assigned at random to the experimental group. Only the experimental group played the game. Both control and experimental groups answered a brief questionnaire consisting of two items intended to measure motivation for the learning task. The students then took part in the task which required verbal recall of facts and principles. The material was presented by filmstrip in the first experiment, by textbook in the last two, and, the tests for each experiment were different. There were no large or significant differences between experimental and control groups for either sex, on any of the three variables (reading, motivation, learning), in any of the three studies. (SBE)