Assessment of learning outcomes and evaluation of teaching methods are necessary in order to ensure that students are learning the lessons that faculty believe they are conveying. Quantitative data on the effectiveness of various pedagogical methods allows faculty to make adjustments to classes over time. Regular assessment of student learning outcomes allows for the collection of hard data in order to show the effectiveness of teaching techniques and activities. A pre- and posttest survey was administered to participants in EuroSim 2007, a cross-continent EU simulation run by the Trans-Atlantic Consortium for European Union Studies and Simulations (TACEUSS). This paper analyzes the results of those surveys and examines the ability of evaluation/assessment surveys to capture the effectiveness of simulations in promoting affective learning and discovering changes in patterns of student interactions as outlined by Greenblat (1973). Preliminary results indicate support for the argument that simulations spur and increase affective learning on the part of students. This survey will be an ongoing project, collecting data at all future EuroSims in an effort to provide a strong database of information regarding the effectiveness and usefulness of large simulations as pedagogical tools. (Contains 12 tables and 10 notes.)