As 3D digital game-based learning (3D-DGBL) for the teaching of literature and history gradually gains acceptance, important questions will need to be asked regarding its method of design, development, and deployment. This article offers a synthesis of contemporary pedagogical, instructional design, new media, and literary-historical theories to articulate design guidelines for these types of game environments. From the synthesis emerges a discussion of critical components for the design of space, the virtual objects within it, and the needs of player-as-learner in synthetic worlds. Guidelines include preserving the otherness of the game world, supporting knowledge and social networks of learners in virtual spaces, and the importance of point of view with respect to situated contexts. This effort seeks to open a broader, multidisciplinary discussion on the design and use of 3D-DGBL in humanities curricula. (Contains 6 figures and 1 table.)