This paper provides evidence indicating that experimental games can trigger a double dividend. The dividend, measured in terms of enhanced performance, accrues to both the students and to the instructor. The evidence for the instructor's dividend is obtained from evaluation questionnaires administered in an introductory microeconomics course at Thompson Rivers University (TRU) during the Fall 2006 where seven experimental classroom games were conducted to illustrate economic concepts. The evidence for the students' dividend is obtained from examining marginal and absolute performance in two quizzes administered in the same course. We also find evidence that supports Fels earlier conjecture that the intensity of the games played is an important element for the enhancement of a student's performance.