Students in this post-industrial technological age require opportunities for the acquisition of new skills, especially in the marketplace of innovation. A pedagogical strategy that is becoming more and more popular within social studies classrooms is the use of computer and video games as enhancements to everyday lesson plans. Computer/video games provide a rich experience for students when synthesizing information to solve a problem, a critical element in higher-order thinking and democratic processes. Particular computer/video games today support social studies content and cognitive processes that elicit the option for students to experience history in a hands-on and authentic fashion in which they solve problems and feel immersed in the learning process (Devlin-Scherer and Sardone 2010). This current exploration highlights research in video/computer game implementation and assessment best practices and twenty-first-century social studies education best practices. In addition, this exploration provides a practical roadmap for social studies teachers to implement and assess their students prior, during, and after gameplay in the face-to-face and online classroom.