This article aims at clarifying and conceptualizing game-based learning (GBL) in order to pinpoint directions for practices and research. The authors maintain that GBL should be conceptualized toward the transformation of a textbook-learning culture. The authors emphasize the importance of a paradigm shift in learning and a reorientation in conceptualizing GBL. To support this argument, the authors present four types of games for learning and three GBL models. The taxonomy provides a channel for thinking about the past, the present, and the future of GBL. The authors hope that it also serves as a convenient and useful thinking tool for teachers, school leaders, policy-makers, and researchers.