While global politics simulations have great potential to produce deeper learning of international affairs and IR theories and to promote the further development of technical skills, there are a variety of simulations to choose from, each with its own advantages and disadvantages for student learning. This paper engages in a comparative analysis of five distinct simulation types to examine the ways in which structural differences grant instructors more or less control over the learning environment. The five simulation types are the following: credit- and noncredit-bearing Model United Nations activities, hybrid Model UN activities, extended-in class simulations of real global actors and problems, and extended in-class simulations of fabricated global systems. The paper then considers the distinct opportunities for content, experiential, and theoretical learning within each simulation type.