The conventional method of teaching macroeconomics to undergraduates relies on static graphs, an approach with documented pedagogical problems. In contrast, the feedback method uses feedback loop diagrams and interactive computer simulation models. This paper describes the feedback method and reports on four experiments designed to test its effectiveness. Two experiments examined student preferences for methods of learning macroeconomics; for example, using static graphs or a feedback loop diagram. The experimental designs were quite different, but the results were the same—a significant majority preferred the feedback method. The most commonly cited reason: feedback loops enable students to visualize an economic process. The third and fourth experiments addressed the performance question. In the third experiment, students showed more understanding of GDP when they had access to a stock-and-flow feedback diagram of the economy. In the final experiment, students using feedback loop diagrams displayed more understanding of business cycle dynamics than those who had access to a conventional aggregate supply and demand graph. Teaching undergraduates to search for feedback structure in the economy and using computer simulation to connect structure with behavior appears to be a promising method for teaching macroeconomics.