This article presents findings regarding a Systems Thinking graduate course that took place in 2019, involving 11 graduate students from the University of São Paulo. The course followed a combination of problem-based learning and simulation-based learning approaches. The students were challenged to model the dynamics portrayed in short-films, documentaries, and case studies. Comics were used to illustrate key points. Our research goal was to analyze the educational components of this program qualitatively. We collected qualitative data using questionnaires and in-deep interviews and analyzed following a systemic analysis. Our findings are: (a) Creating models of situations portraited in videos and case studies helped the learning of qualitative modeling tools by motivating the students and promoting knowledge sharing. b) Computer simulation improved the learning of quantitative modeling tools, fostered critical thinking skills, and increased the understanding of the system's structures and patterns of behavior. c) Comics helped the students to comprehend complex issues.