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At the time Gaming: The Future’s Language was published, gaming was coming of age. Duke in 1974 announced that,“… the high priests of technology speak only to the high priests of technology”. Society was becoming more complex and communication seemed to be a major problem (according to Duke,“God is dead and the citizen… can hardly get a word in edgewise”). Simulation and gaming hinged well between complex models and society; it was predicted to become the future’s language of many disciplines. Approaches in educational design pointed towards strategies that immersed individuals in environments where not only specific competences were needed to understand complexity, but also professional/generic competences to be able to deconstruct that complexity. What few seem to have realised so far is that language learning and simulation and gaming have been forerunners for almost half a century in answering many of the pedagogical questions raised regarding the teaching, learning and assessment of competences, and gestalt learning in particular. Simulation and gaming is a language in itself that speaks vertically of specific knowledge, as well as horizontally in stimulating professional competence acquisition. The purpose of this chapter is to step from language learning to professional competences through simulation and gaming, which is a methodology that enables and enhances the acquisition of competences such as working in teams, crosscultural interaction, understanding the ethical responsibility of professionals, efficient negotiations, communicating effectively, understanding global solutions or engaging in …