The use of computer simulations as teaching devices in two psychology courses (statistics and research design and physiological psychology) is discussed. In the statistics and design course the primary purpose of simulation activities was to provide a problem and data set which could be used to practice skills acquired through a traditional approach. In the physiological psychology course the simulations provided a means by which students could examine processes and learn to predict the outcome of active processing in a system. Prelimanary evaluation indicates that simulations provide for time effective and higher quality classroom experiences without radically transforming class structure. (Author/STS)