Using a pre-post design, this study evaluates the association between participating in a science game (NDE) and science energy knowledge and science interest. A survey was used to explore teacher perceptions of the game on their instructional practices. Outcome measures were collected at the individual level and the game was played at the team level. The results of the study indicate that for secondary students, post-science knowledge and interest increased very slightly, and for elementary students, post-interest increased slightly while post-science knowledge decreased slightly. These results suggest that NDE does not appear to be strongly associated with improved science knowledge and interest, at least for the subset of students who participated in this study, although increases were statistically significant. Further analysis is needed to demonstrate the game's effect on students' knowledge and interest. The majority of teachers whose students participated in the game indicated changing their instructional practices based on students' inquiry and feedback. Generally, students indicated the game was fun and expanded their understanding of science. Longitudinal tracking of elementary students' science course selection and grades as they progress through school could provide alternative measures of NDE program impact.