Young and healthy undergraduates in health education were not predisposed to learn the complex sprawl of topics in a required course on U.S. Health Care. An online simulation of health care reform was used to encourage student learning about health care and participating in health care reform. Students applied their understanding of high costs, limited access, and modest outcomes to write reform proposals to lower costs, increase access, and improve outcomes. This online simulation of political action engaged students with challenging topics, interesting online resources and varying forms of online political action that were being used by varied interest groups to shape and reform U.S. health care. Student teams learned about a health care topic area. Teams used blogs and webcasts to write about their values and beliefs, describe their health care topic area, propose topic-related reforms, persuade others to support their proposals, and comment on competing reforms. Preliminary and final referendums used voting to indicate the level of peer support for the 3-4 reform proposals made by each team. A process evaluation used experience from three sections incorporating this teaching strategy in 2009 and 2010; the evaluation identified strengths, weaknesses, and suggestions for improvement. (Contains 1 table.)