It is unclear for many what the effective use of a simulation game in a history class looks like. While there is research being completed in the potential of using games for learning, there remains research to be completed that is discipline specific. According to the author, there are two specific ways that games can be used for domain specific learning, having theories specific to the discipline and implementations that are specifically crafted for the classroom. This chapter outlines the author’s theory about how to most effectively and practically use simulation games in the history classroom. The author offers practical guidelines for the use of simulation games in the history classroom. He begins with a description detailing the importance of taking risk in the history classroom and the advantages of using simulation games. The chapter continues with a case study describing the theoretical and practical values of using simulation games for learning. The author offers examples of his students using simulation games in his history classroom. The chapter concludes with a description of how adopting this pedagogy can enhance the history classroom and student learning.