Reflective educators try to devise ways to make classroom learning more experiential and engaging for their students. Simulations allow students to experience situations they might face outside of the classroom. Advocates of simulations purport that they are one of the most effective ways of teaching new concepts and ideas because they allow for participation, engagement, and the opportunity for risk-taking in a safe environment. But as critical research has demonstrated, social studies texts often reproduce dominant ideology. This article critically analyzes two text-based simulations, Skyjack and House Design, for their latent and manifested ideological content. The data demonstrate that simulations create and sustain their topic through ideological reproduction. The article ends with suggestions on how teachers can employ simulations in building a critical social studies pedagogy. (Contains 1 table.)