Video/digital games have grown into a mainstream language-mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game-based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners' game-based FL use when playing the Arabic simulation-management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think-aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed.