This essay introduces and analyzes a one-class role-play simulation during which students engage in stakeholder negotiations on how to respond to a large flow of refugees between two fictional African countries. Participants acquire an in-depth knowledge of arguments regarding granting and restricting refugees' freedom of movement and civil and economic rights. Contributing to the expanding literature on active and interdisciplinary teaching strategies, this content-oriented simulation teaches public policy, as well as humanitarian and development responses in the wake of a large influx of forced migrants in a developing country. The simulation thus addresses questions related to courses on development, conflict and refugee studies, international organizations, human rights, and international relations. Based on six iterations of the simulation, the essay discusses specific design decisions in the preparation, interaction, and debriefing stage and their impact on the simulation, as well as principal learning outcomes. This includes detailed discussions of briefing memos, role sheets, role selection, and key questions during the debriefing session.