What do experienced teachers have to say about integrating modern educational games into their classroom? This paper addresses this question by exploring the discourse of teachers who were provided professional development, technical support, access to a modern educational game, and flexibility in deciding how to integrate the game in their classrooms. Ten middle school mathematics teachers and two computer resource teachers from the four Title 1 schools participated. The teachers ranged in K-12 teaching experience from two to 40 years with an average of 11.83 (SD = 13.24) years. All teachers participated in a recorded interview using a semi-structured protocol and a focus group. These data were analyzed using a constant comparative method. The results provide compelling evidence that the use of modern educational games in a formal K-12 setting serves as an agent for change in instructional practice, student-to-student and teacher-to-student relationships, the skills and dispositions of students. Given the limited number of curricular and technical challenges coupled with the relative ease of integration, these results support school districts providing teachers with professional development, technical support, and modern educational games on a larger scale. Recommendations to educational researchers, educational game designers, and educators are provided. (Contains 1 figure and 2 tables.)