Using the example of a simulation of international climate negotiations organized in Sciences Po Paris in 2011, this article explores the different interactions between simulations, research and real negotiations. It thereby aims at opening a space for debate on theoretical, methodological but also deontological questions raised by these interactions. It first presents a state of the debate on potential scientific lessons to be drawn from simulations, and an analysis of the main analytical questions arising from the simulation organized in Sciences Po, that had both a pedagogical and heuristic aim. It then defines key questions structuring the debate on links between simulations, education, research and the practice of negotiations. It finally presents the four articles of this special issue.