In this article, the author reflects on the first run of a simulation he created for second language students. The participants, however, were his colleagues in a graduate-level materials development course, not language students. His initial reactions to the way his colleagues interpreted their roles reveals how little ultimate control the designer has on the outcome(s) of his or her simulation.

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As US colleges and universities incorporate an international requirement for undergraduate students, this study assesses the value of an online international documentary course. The effect of documentary viewing was evaluated using students’ reflective essays, noting possible shifts in perspectives on international issues after film viewing. Findings show that students gained new knowledge, displayed empathy, felt “blessed” for their privileges, and were inspired to help others. Findings also reflected an ignorance about inequitable power relationships between the United States and other countries, producing an “othering” effect. Recommendations are provided for engaging students in more critical research and reflection about local-global connections.

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