The purpose of this investigation was to measure the effect of simulation-gaming on the expository prose competence of community college remedial English composition students. Thirteen teacher volunteers were used. The design was fully crossed so that each teacher taught an equal number of the 25 experimental and 25 control course sections. The major findings of the study showed that the experimental group achieved significantly (.05) higher scores on all measures than did the control group; the size of the effect of the independent variable on the dependent variable ranged from very large to medium, supporting the contention that simulation-gaming has a positive effect on the expository prose competence of community college remedial English composition students; students who wrote all four of the during-the-semester writing assignments wrote significantly (.05) better posttest essays than did the students who wrote from one to three of these assignments; and the students in both the experimental and control groups who had female teachers wrote significantly (.05) better posttest essays than did the students in both comparison groups who had male teachers. (Author/RB)