An oblique decrease of interest to economic theory from students and teachers can be observed in contemporary universities. How to make classes of economic theory more vivid and more real? How to activate surreptitious resources of students and stimulate them for self-reliant search for answers to the most important economic questions? These problems are discussed in the article. Examples of role games are provided. Their implementation at SU-HSE helps to increase students' motivation and their disciplinarily at classes of economic theory, and also other forms of independent and classroom occupancy of students.