Microcomputers can be used with simulation software to provide students both with experience in the "real world" of decision making and feedback on the decisions made. Such software allows individual students to choose the roles they wish to play from a menu of diverse roles and provides alternatives for them to consider for each decision to be made. The emphasis in simulation decision-making tends to be on the quality of the decision rather than right or wrong answers, i.e., some decisions are better than others. Simulation software for the classroom should be free of grammatical errors; provide students with the opportunity to respond frequently to stimuli; and be at the students' level of understanding. Teachers need to be knowledgeable about the subject matter, sequence of presentation, and the response students should make to the programs; be good managers of student time devoted to simulation usage; and utilize simulation programs with other instructional materials. Objectives for student achievement should address understandings, skills, and attitudes. Some educators recommend that teachers develop their own simulation programs; however, quality software is becoming more available, and the commitment of time and energy involved in software development are important considerations for teachers. A list of factors involved in the effective use of simulated materials to assist students in achieving higher cognitive level objectives concludes this paper. A sample software evaluation form is included. (RP)