This paper proposes a cross-faculty simulation model for authentic learning that bridges the gap between short group-based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross-faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross-faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student-client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule's themes, whilst highlighting the added value gained from meta-awareness of the simulation as a learning opportunity. (Contains 1 figure.)