The traditional way of learning relies upon the sharing of lessons from the past. Sometimes, however, the situation being addressed is unique and the past does not provide a good solution. Experience- or problem-based learning offers greater promise in these instances. The Buddhist scripture of Kalama Sutta suggests that one should not easily believe in anything, but instead experience it by oneself. Piaget’s constructionism, Dale’s cone of learning and Kolb’s experiential learning theories all rely on the idea that practice is a good learning mechanism. Learners are able to understand the lesson by taking a holistic view, incorporating new experiences into their body of knowledge. A study by an MIT researcher found that even uneducated people in Thailand could learn or create their own knowledge with this approach with technical support utilizing basic computer and calculation skills to learn and solve problems. This study considers the use of Problem-based learning (PBL) as a learning strategy through a computer-based simulation at a Thai management school. Learning begins with an understanding the problem and its context, not with theory or concepts. Solutions are discovered through practice. Though teams share common goals, their strategic implementation may be different. Learners learn through interactive simulation, not unlike playing of a computer game. Through trial and error, participants reach decisions with minimal pressure, as bad decisions do not incur negative costs. Instead, risk-taking within a simulated world offers learning rewards. Learners also benefit themselves and others through sharing their personal experience with their team and developing understanding of the concepts and theory underlying the exercise in a natural way. Participants enjoy (“plern” in Thai) learning through play, a successful utilization of Problem-based Learning.