Gamification, the use of game elements in non-game contexts, has been widely adopted for pedagogic purposes, allowing a synchronism in student’s engagement, motivation and learning. This research aims to evaluate the effectiveness of the simulation game Cities Skylines for teaching the Urban Planning discipline from the perspectives of students. Eight in-depth semi-structured interviews were thematically analysed. The findings of the study indicate that visual elements of the game allowed students to develop a conceptual understanding. Although the game fosters critical thinking and problem-solving skills, its internal limitations hinder students from confidently applying knowledge in the real world. The study also demonstrates the importance of the instructor’s role to retrieve the maximum pedagogic benefits from the game.