Participants engage in experiential play based on Systems Thinking (Senge, 2015) and Cultural Capital (Yosso, 2013). The first layer goal of the game is to accumulate the most wealth possible. On a deeper level, the goal is to identify and interrogate systemic educational structures that misappropriate student ‘wealth’ and ultimately prevent rigor and learning. Each player takes on a student identity through which they navigate school-based scenarios. With every round players have to decide if they gain or lose trust and connectedness with school. Each move invites players to confront their own racial, class, gender, and ethnic stereotypes. Throughout game play there are intervals where players can make connections between the virtual world and the real world. In the end, participants are encouraged to see how the game of school is rigged. Which begs the question: How does one build their capacity to create more inclusive learning opportunities for all students?