For many instructional designers (ID), subject matter experts (SMEs) are viewed as a necessary evil. Depending upon their day job, SMEs can be challenging to work with due to their schedules and responsibilities outside the ID's project. They can be unaware of the eLearning process, learning models and theories, and expensive -- a SME can easily add thousands of dollars to an already stretched budget. However, if the ID does not have the "expert" knowledge of the content for students to achieve the learning outcomes successfully, it is improbable that the learning event will be meaningful. This paper explores students' learning outcomes in a case-based simulated learning event before and after the inclusion of a SME on an instructional design team.