Engaging students to learn through play is not a new idea, and, based on how many animals learn that way, the connection is probably instinctual. For some educators, however, this concept is a radical notion that threatens to topple the wall that they have carefully constructed to separate work and play. Just as some media specialists, teachers, and parents have viewed graphic novels (and in some cases still do) with fear and skepticism that these popular titles won't lead to "real" reading experiences, the idea of playing games in school can be a tough sell. Introducing board games into the classroom can be more effective when they are aligned with state and national curriculum standards. Being able to describe games like the other library resources--as another instructional format that can be used to boost student achievement--has led to a very high level of support from boards of education, superintendents, principals, and teachers. The author discusses the alignment process of designer board games and provides four guidelines when selecting and evaluating games: (1) the game must be authentic; (2) the game needs to be in agreement with the curriculum; (3) time is a factor; and (4) return on investment is important. Since aligning games presents a new challenge for librarians, the author offers materials that support classroom needs through curriculum-based content.