In this chapter, we focus on the use of the methodology of a combination of simulation game development and system dynamics modelling in pedagogical contexts. At the FHV, University of Applied Sciences Vorarlberg, we do not just use student participation in simulation games as a method of instruction and education. Above all, our master’s students develop essential academic and practical skills and attain key learning objectives within the framework of university education by designing their own simulation games to address real-world problems, supporting their professional and future skills development. We aim to show to what extent the main ideas and key concepts of Duke (Gaming: The future’s language. Sage, 1974) and Greenblat (Designing games and simulations: An illustrated handbook. Sage, 1988)—that are described in the first chapter of this book (see Kriz & Kikkawa, Chap. 1 )—still have a strong impact on building future skills for students of higher education. Duke favours the instrument of “schematics” as a step in system representation and analysis within his method of game design (see Wenzler, Chap. 9 ), whereas Greenblat already uses system-dynamics modelling in her game design approach (see Tsuchiya, Chap. 8 ; de Wijse-van Heeswijk et al., Chap. 10 ). We show how a combination of the well-known “25 Phases/21 steps method” of simulation game design (Duke & Geurts, Policy games for strategic management. Dutch University Press, 2004) can be fruitfully combined with system-dynamics modelling. The purpose of this chapter is to give a concrete best practice case example for how the key concepts of Duke and Greenblat (1979) and Greenblat and Duke (1975, 1981) can be applied today in modern higher education. This comprehensive example shows the legacy and future impact of Duke and Greenblat for learning and systems management.