As an antidote to direct information impartation and passive note taking, role play simulation have been widely considered and introduced in university level learning and teaching of business interactive skills to young adult undergraduates. Besides apparently complementing other lecturing methods and teaching activities, role play serves a number of purposes including student involvement or their active participation. The purpose of role- play is to provide young adult students an opportunity to immerse into a ‘role’ of a job seeker in a pre-determined context. With prior briefing and information given in advance, students are then free to act as they do in real life. Students participating in role play, or the rest of the class who have observed the re-enactment are assumed to be able to experience transference of formal cues and soft interactive skills. Each role-player acts as part of the social environment of the others and provides a framework in which they can study the interacting behavior of the group, so as to acquire real-life skills/ techniques that would be useful in workplaces. This paper examines role-play simulation as a learning tool for university students in the business disciplines who are targeted to become competent with job interview skills and techniques necessary for them to become a potentially competent human resources professional. This paper reflects upon tertiary education instructors’ insights into the possibilities of getting their students to reach their learning objectives by implementing non-traditional teaching methods such as role-plays.