This paper reports on the development of the building performance simulation delivery within an undergraduate programme in Architectural Technology at Plymouth University, UK. It reviews the lessons learnt from delivering two faculty driven, student developed live design projects over the past years, but also reflects the student voice as captured through focus group sessions. The paper then proceeds to discuss how simulation is currently being embedded in a significant restructuring of this Architectural Technology undergraduate programme, which provides various opportunities for improved delivery. This paper provides insight into the challenges faced at undergraduate level while using simulation in the context of teaching design. This research suggests ways of introducing simulation through negotiated understanding that balances qualitative understandings with more experiential and conceptual design.