Throughout the years, preparing the individuals for a demanding life and providing the society with socially and intellectually mature citizens have been one of the most important missions of schooling. Assuming this noble mission, educators have sought ways to fulfill the individual’s need of being proficient enough to cope with the challenges of the world. In order to achieve this end, through the behaviorist reign, the learner has been regarded as a passive member of the classroom which is shaped by the holy dominance of the omnipotent instructor. But things have turned to a new dimension – the teacher is no longer “the sage on the stage” but the silent overseer in the back. Modern methodology fosters a shift from teacher-centered to student-centered and even student-generated approaches, leaving enough space for maneuver to the individual learner and laying emphasis on the power of self-instruction and responsibility for learning. The greatest emphasis of the instructional act should be placed on the students’ exploration of their own attitudes and values. The practical part of this article will explore in detail the theoretical and the empirical dimensions of one of the most important basic active learning activities – simulations.