Simulations are of growing interest within the social studies in terms of research and practice. Although the findings of early research were unfavorable to simulations in terms of student learning, recent research has revealed new and interesting findings related to different domains of student learning that earlier research did not. In light of these conceptual and practical findings, it is important that teachers be granted access to the growth of knowledge in this burgeoning area of inquiry. To date, few scholars have disseminated to teachers the findings of existing research about simulations as it pertains to student learning, and to practitioners' planning and practice. In this article, I provide an account of research on simulation that will be helpful to teachers. The paper includes five critical areas that seek to help teachers better understand what simulations are, their affordances and challenges, as well as suggestions relating to the implications for teachers' curricular planning and implementation of simulations in their classrooms.