The relation between simulation activities and the attitudes of preschoolers without handicaps toward handicapped peers was examined. For 7 weeks, simulation activities were conducted once a week for 45 minutes with 13 nursery school/kindergarten students assigned to an experimental group. Subjects were asked to name three name-calling adjectives that made them feel sad when they heard them used by another person and three such adjectives that made them feel happy. Subjects were also asked to: (1) state three ways that they were similar to their peers and three ways they were different; (2) draw a picture of an activity they could do with a handicapped peer; (3) describe two alternatives to verbal communication; (4) name three activities in which they could engage with a physically handicapped peer; (5) name three devices that would aid a visually impaired peer; and (6) describe three characteristics of a mentally disabled peer that were common or similar to their own characteristics. Data were collected on a pre- and post-test measure from children in experimental and control groups. A significant difference between the two groups was found. Males in the experimental group indicated that they would choose to interact less frequently with handicapped peers than did females. Posttest results indicated positive gains in individual acceptance for both males and females. Lesson plans are appended. (Author/RH)