Business simulators are key pedagogical tools in training administrators, as they replicate real business environments, fostering decision-making, practical learning, and generic skills like teamwork. Their implementation addresses challenges such as the gap between theory and practice, enhancing intrinsic motivation and perceived learning. This research uses a quantitative methodology with a positivist approach, applying structural equation modeling (PLS-SEM) to analyze data collected from 200 business administration students at a higher education institution in Ecuador. The main findings reveal that intrinsic motivation is significantly influenced by autonomy, competence, skill development, and perceived learning, highlighting their impact on professional preparation and meaningful learning.