Interest in games and simulations in teaching ( Prensky , 2002; Aldrich, 2004) , and the potential for network-based assessments (Stevens, 1991; Stevens, Lopo & Wang, 1996; Dexter, 2003; Gibson, 2003) has led to developmental research on “ simSchool ,” a simulation for teacher education. This paper outlines how theoretical frameworks for leadership, learning theory, interpersonal psychology and behaviorist teaching models are being combined into a new synthesis model of classroom learning in simSchool . The model controls how the simulated students learn and behave in response to task, teacher and peer interactions and provides a complex multicausal network of relationships for experimenting with teaching approaches.