Teaching a large introductory course at the undergraduate level is always a challenge. Except in discussion sections, students seldom have the opportunity to be more than passive notetakers in a large lecture hall. One means of increasing student participation and interest in these courses is to simulate a decisionmaking situation, providing students the oppportunity to become involved directly in a hypothetical decisionmaking forum. This type of exercise can be expected to enhance student interest in the course, comprehension of course topics, and verbal skills. Unfortunately, this type of simulation has often been restricted to smaller classes, often graduate seminars. This, however, need not be the case: a simulation exercise can also be conducted in a large undergraduate course that has discussion sessions. This article describes how a simulation of on international crisis was used as an effective teaching device in an introductory course on American foreign policy.