MicroCiv is a great way to interactively teach students about the social, political, and economic dynamics of the real world while helping to improve their social, organizational, and financial skills. More advanced gameplay can also teach students about business management and civics. MicroCiv will also motivate students to complete schoolwork and promote good behavior. MicroCiv is a persistent game that can be played throughout the entire school year. The classroom variant is identical to the standard game in most ways but is geared for activity at a school. Due to MicroCiv's flexibility in complexity, it can be used for any age of students, from kindergarten to university-level education. All staff must understand the standard game of MicroCiv before bringing it to the classroom. Noted below are the differences of the classroom variant.

The classroom variant of MicroCiv intends for the use of the entire or most of the classroom. If any sections of a classroom are off limits, this should be specified to the students and probably marked. No physical arrangement in the classroom should need to be changed in order to carry out a gaming session. School staff will need to define different game municipalities within the room. This could be different groupings of furniture or desks. These municipalities should be marked with different colours and shapes. Each desk or other piece of furniture within a municipality is considered a property. Regions are not used in the classroom variant. Each municipality and property is assigned 2 letters for industry instead of 1.

In a standard game of MicroCiv, participants achieve resources and products through tasks. In the classroom variant, these tasks are replaced by school assignments. Good behavior can also offer such rewards when dealing with younger children. It is up to the school staff to appoint industrial values for different assignments. The difficulty of the assignment and the performance of the student should both be considered when determining industrial values. After assignments are graded, students should be given tokens that can be used in industry when at properties. These tokens should be handed out in a physical form. Credits can be exchanged by students for resources or be used to convert resources to products.

It is up to the school staff whether or not to include the combat and crime mechanics of MicroCiv. The sensibilities of local communities involved with the school should be considered. If combat is left out, municipalities can only change hands through elections or sale.

It is up to the school staff whether to use the standard scoring method of MicroCiv or to offer custom rewards and prizes in place of points.