In professional education pupils should obtain certain skills and competences to successfully deal with challenges and problems they might face in their future jobs. In simulation games students can easily acquire these competences, as the focus is not only on mere knowledge transfer, but also competences are strengthened with this method. However, simulation games are hardly ever used by teachers in our schools. This raises the question for this master thesis, as to how simulation games can be successfully implemented in economic classes at Commercial Colleges and which problems might occur. After a general introduction in chapter one, chapter two focuses on competence-oriented teaching. Different initiatives, also on behalf of the Federal Ministry, to implement competence-oriented teaching into every day school life are discussed in detail. Several terms are explained and clearly defined. Furthermore, the role of competence-oriented teaching at Commercial Colleges is presented. There are four different types of competences, which are defined by one example each. The following chapter concentrates on simulation games, including definition, structure and process. Furthermore, different ways are shown how simulation games can be included in classroom teaching. Possible challenges for both, the teacher and the learner are considered. In the last chapter the teaching process is explained based on the Deming Plan-Do-Check-Act-Cycle. In every phase of this process the simulation game method is referred to in detail. The final section discusses the use of a concrete example of a simulation game in economic classes, whilst teaching preparation material and actual application in class are included.