The use of simulations is prevalent across business schools in colleges and universities. Research has shown that they can be useful in bridging theory with practice and preparing students for “real world” employment. However, there is limited research on determining the best pedagogical approaches for using these tools in a classroom setting. In this study, two approaches to using the Capsim “Capstone” online business strategy software are explored and measured for overall effectiveness and meeting learning outcomes. Results show that the pedagogical approach matters less in determining learning success as compared to other variables including average team logins, individual login behavior, experience of the instructor in using the simulation, and the simulation industry environment itself (i.e., number of student-run teams versus number of computer-run teams). The results have implications for the delivery of computer simulations in class as well as their use as part of a course grade.