To promote teachers choosing and using games in the classroom, educational leaders, researchers, and practitioners must address three needs. First, educators need confidence that games embody or support sound pedagogy. Second, educators need to be able to evaluate games for their potential as learning objects. Finally, educators can benefit from concrete models of classroom use of games. This chapter provides a brief introduction to game-based learning pedagogy, an evaluation model that can guide a structured analysis of a game for potential classroom use and a sampling of instructional strategies adapted for teaching with games.