Researchers have investigated how gameplay and other related activities influence teachers' attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers' attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre- and post-surveys. The results revealed that the game design experience had a positive influence on the participants' attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design.