Research shows that traditional disability simulations can reinforce negative stereotypes by focusing solely on challenges. To address this issue, we developed three strategy-based games about students with visual, hearing, and mental health impairments, which follow previously designed guidelines. They were evaluated regarding Attractiveness, Knowledge Gain, and Empathy Gain. Nine participants, consisting of teachers, played two games each. Attractiveness was assessed using the User Experience Questionnaire (UEQ). Knowledge Gain was assessed by having participants identify information that could be taken from the games. Empathy Gain was assessed using a self-report questionnaire with a Likert Scale rating the capabilities of people with disabilities. Results show that participants found the games enjoyable and effectively acquired knowledge through playable mechanics. While participants’ perceptions of students with disabilities did not show the anticipated quantitative improvements, qualitative feedback indicated an increased willingness to support these students. This suggests that disability simulations should prioritize showcasing strategies and successes.