This chapter presents the findings from the second teaching experiment, focusing on the impact of deliberate metaphors (DMs) on students’ understanding of hostile takeovers and anti-takeover strategies. Through in-class tests, questionnaires, and interviews, the chapter analyzes the effectiveness of DMs in enhancing comprehension, interest, and retention of complex economic concepts. Key insights reveal that DMs can improve students’ engagement and understanding but require careful selection and explanation of source domains to avoid misinterpretation.