An innovative curriculum at New York University (NYU) for teaching business Japanese is described. Theoretical foundations for the approach used are reviewed, including research on language simplification and comprehensible input for classroom learning, the concept of importing the real world into classroom interaction, the role of specific tasks in facilitating language learning, and the effectiveness of paired or group work. Application of these principles in the NYU business Japanese course through the teaching method of simulation is then outlined. The classroom simulates a Japanese company office, in which several "companies" of the students' choice, staffed by students and two or more instructors, operate. Class activities are designed to provide opportunities for realistic communicative use of Japanese. Japanese corporate culture and Japanese etiquette are introduced through the curriculum. Language use is designed to simulate actual business language style. Authentic written materials are used, and written language is introduced in Chinese characters, as in a real office. Student response to the course design has been positive. The weakest curriculum area has been writing, and this will be addressed through out-of-class assignments, with classroom time devoted to ineraction. The class schedule is appended. Contains 32 references. (MSE)