Abstract: This study aimed to investigate 3rd grade teachers’ Technological Pedagogical and Content Knowledge- Game (TPACK-G) confidence in one selected school district. The results of the survey were analyzed through the TPACK-G framework. The participants in this study were 3rd grade teachers in transition from fully virtual teaching to in-class teaching or hybrid teaching. This survey study seeks to answer the questions: 1. What are 3rd grade teachers’ TPACK-G knowledge in the selected school district? and 2. What are the relationships between demographic data and TPACK-G scores? Descriptive analysis of results shows that 3rd grade teachers in the school district “agree” on all TPACK-G knowledge scores, which aligns with previous research of TPACK-G conducted with elementary school teachers. Findings indicated that formal education level obtained showed a trend toward significance with GPCK (Chi-square=10.0 p=.075).