Abstract: : This study incorporated a phenomenological interview structure in which a former sixth grade teacher discussed his digital game knowledge and use in the classroom. The interview protocol included questions regarding the participant’s focused life history, the details of his experience and a reflection on the meaning of the experience. The interview was analyzed using the first and second cycle value coding framework. Major themes identified during the teacher interview included digital games are a phase during childhood, game-based learning is student-centered, uncertainty of learning using a game-based approach, and the uncertainty of the appropriate use of game-based learning in the classroom. The interview includes one instance where the teacher successfully applied the student’s knowledge and interest of video games to motivate them to support a writing assignment.