This article surveys the main methods and summarises the key results of a classroom activity that teaches concepts relating to international trade. Our version of the ‘Bag Game’ was delivered to undergraduate students and revealed notable increases in measured wealth as the scope of trading partners increased. In addition to this, students were highly engaged and demonstrated a strong awareness of the key learning outcomes. We find that in order to bridge the gap between how economists and the general public appreciate the importance of free trade, such pedagogical simulations can have a profound impact.