EFL business texts are often product focused. They are organized as isolated units with individual unit goals and little review. Courses culminate in a test which attempts to discover how well students have learned these discrete language points. Because the process of working through misunderstandings, the tension, and the backtracking found in real life business situations are often engineered out of classroom activities, students rarely have the opportunity to produce language in conditions under which it is really used. This kind of instruction fails to prepare students for real-life business communication. One solution is through simulations in which students use language for a specific, realistic purpose, and produce concrete results.