Global simulation is described as “simultaneously an approach, a set of classroom techniques, and the conceptual framework for a syllabus” (Levine, 2004, p. 27). Students create a fictive yet culturally grounded world, assume the role of a self-developed character, and collaborate with fellow community members (Magnin, 1997). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of global simulation on language learners. This study evaluated how global simulation influenced the development of intermediate-French students’ writing self-beliefs and text quality. Significant differences were found in Intermediate French students’ writing self-efficacy, writing self-concept, writing anxiety, and text quality in organization, content, and creativity after participation in a global simulation curriculum. No significant differences were found in students’ self-efficacy for self-regulation, perceived value of writing, or text quality in grammar and expression. Implications for researchers and educators are discussed.