To develop a simulation is to construct a new reality, one where students can safely engage with the course materials, so as to achieve the intended learning outcomes. While there are a wide range of studies that review the utility of simulations in the classroom, the construction of the alternate reality--the pseudo-reality--is a less discussed topic. However, we argue that the mechanics by which the pseudo-reality is constructed, its modalities and its limitations must be considered for a simulation to be successfully implemented. The aim of this article is to analyze how such inputs can shape the efficacy of the simulation. Based on an exercise at the postgraduate level, we discuss how best to construct a pseudo-real environment using realia and consider possible limitations of this technique. Student feedback highlights the key findings, providing a link between the aims of the exercise and the learning environment.