This report, third in a series, contains descriptive and analytical information on the use of simulation/games in elementary and secondary social studies classrooms. One hundred and thirteen teachers who are well versed in the use of simulation/games and who use them in their classes were surveyed. Among the findings are the following: (1) the major source of information about simulation/games is from the literature on simulations--principally journal articles and books; (2) teachers implement games based on scheduling needs, rather than on the time demands of the game itself; (3) the placement of games within the general curriculum plan varies from an introduction to a culminating activity; (4) most teachers are satisfied with the games and plan to use them again; (5) in comparison to other teaching methods, games more effectively help students develop desirable attitudes, an integrated and realistic view of the subject matter, and critical thinking ability; (6) games are an effective way to reach nonverbal students, to bring out underachievers, and get greater student involvement; and (7) the most frequently used techniques for evaluating games are observational. It is recommended that teachers explore the possibilities of using simulation/games. One of the greatest needs in the area is for more and better evaluation procedures. (Author/RM)