The term traditionally evokes an image of children escaping boring classrooms and rote exercises. There is nothing wrong with this typical pedagogical memory. A graduate class in adult education, however, recently experienced a field trip to the war-torn countryside of Bosnia-Herzegovina without even leaving the classroom. The graduate students learned that field trips can be an extremely effective technique within the facilitator's ensemble for adult learning in the classroom. The task given to the graduate students in the Methods for Facilitating Adult Learning course at the University of New Brunswick was relatively simple -- choose a method of facilitation, conduct a 30-minute session with the chosen procedure and then debrief fellow students on our lessons-learned. I chose to do a field trip though we were logistically restricted to the classroom due to time constraints. I was only familiar with pedagogical field trips so I was interested in examining field trips from an adult learner and facilitator perspective. What was remarkable, though, was that another complementary method of facilitating adult learning emerged in my preparations and conduct -- field trip simulation. Thus, the graduate students experienced what may be a revolutionary and powerful approach to learning in the classroom for adults. Little documentation about field trip simulation exists in the current literature so this discussion should be useful for practitioners. The paper will specifically look at the three stages of a simulated field trip -- preparation, conduct, and the post-field trip. The facilitator has an important role in this method. It is not simply a matter of bringing the learner to the destination site inherent in field trips or bringing a guest speaker to the class. Where conventional theory places the facilitator and learner as equals in the learning process, facilitators take on a very important role with respect to simulated field trips in order to set the conditions to achieve success (Renner, 1989). Learning can be improved when as realistic conditions as possible, complete with grounding in emotions, can be established in the classroom to involve all senses -- no easy task for the facilitator. Field trips have been a legitimate teaching method for some time. Lloyd Sharp (as cited in Knapp, 1996), wrote: That which ought and can be best taught inside the schoolrooms should there be taught, and that which can be best learned through experience dealing directly with native materials and life situations outside the school should there be learned (p. 77). The quote identifies two essential aspects that lie at the root for the justification to undertake field trips -- native materials and life situations. Most of the literature on field trips acknowledges the benefits of such undertakings outside of the class including: observing a natural setting first-hand, making classrooms more meaningful, providing opportunities to gain new experiences, and learning through active participation. Other authors emphasize that benefits are achieved by developing multiple perspectives and relating learning to the act of experiencing (Apps, 1991) or constructing meanings -- a type of mental organizer (Knapp, 1996). Since field trips generate their own interest and enthusiasm, it makes the learning of inductive and deductive reasoning skills, and problem-solving a pleasure (McKay & Parson, 1986). Simulations allow these benefits while minimizing the disadvantages of field trips such as travelling time, prohibitive costs, and facilitator preparations at the field site. Despite the best planning of real field trips, the conditions may not be the best -- poor weather or the chance of danger may not be a comfortable environment for the learner, especially if the group is diverse or includes the elderly Simulation permits the best of both worlds. Phase 1: Preparation Let us begin with the first of three critical aspects of a successful simulated field trip -- the preparation phase. …