While being a competent facilitator is accepted as a vital skill for effective use of simulations and games for learning, the theory behind good practice is less often examined critically. This paper considers theories underlying the what and why of enactment of facilitation, drawing on work from fields as diverse as adult learning, knowledge management, philosophy, physics and organisational behaviour. It explores relationships among these theories as presented in the book ‘Facilitating Simulations’ [13]. A framework for exploring connections - and gaps - between theory and practice is introduced to identify and strengthen connections between theoretical formulations of concepts and practical applications of resulting propositions. Key concepts introduced, include mapping the learning journey from novice to expert, developing a preparedness mindset, clarifying underlying values and beliefs informing well-known modes of education, factors influencing curriculum design, and ways in which knowledge creation is modelled and managed. For facilitators who find they are already unconsciously enacting many of these precepts, becoming consciously aware can improve practice. Conversely newcomers to facilitation can find ideas for shaping behaviour to better accord with good practice requirements.