After a brief introduction to the educational benefits of simulation/games, the use of two games in two undergraduate political science courses is described. For a game to be valuable from an educational point of view, it must be analytic in nature and similar in structural elements to those of the real world. The simulation experience motivates the students and gets them actively thinking and acting on intellectual questions presented by the game, develops an understanding of a process, and changes the role of the teacher from authority figure to a critic-observer. In a beginning level American government course "Simulated Society" (SIMSOC) is used to examine questions related to nation building, such as how will society be organized, who will make the decisions, and what type of institutions are best. In an advanced course on the legislative process, the simulation "Decision Making by Congressional Committees" is used to examine factors involved in a bargaining situation when Congress is considering various legislation. In both cases the most important learning occurs in the debriefing phase of the games. (Author/DE)