Abstract: Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based learning. In this paper, we present quantitative findings from a mixed-methods study undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen graduate and undergraduate pre-service teachers completed an 11-week methods course in game-based learning which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Data sources included pre-post knowledge surveys and pre-mid-post tests that assessed participants’ acquired knowledge and skills of GaNA. We report on the effect of the intervention on teachers’ knowledge of game-based learning. Conclusions and implications are discussed for developing and assessing teachers’