A study examined the incorporation of computer games into English classrooms, seeking to explore computer games as text, players' engagement with them, literacies needed, and the interchangeability of traditional and newer technology. Subjects were students enrolled in a coeducational private middle school or a state secondary school, and used two particular computer games that teachers had integrated into English instruction. Results indicated that: (1) digital literacy and the English curriculum can coexist; (2) classroom dynamics were high; (3) logistic difficulties arose; (4) boys were involved most, but in some cases girls were involved equally; and (5) students improved their reading achievement. Findings suggest that the reconstruction of the English classroom needs to proceed in ways that enfranchise all students and that are hospitable to high aspirations. (Contains 41 references.) (EF)