University students, faculty, and staff from science, engineering, education, entrepreneurship, and design (SEE(E)D) backgrounds developed a video game to leverage outreach efforts promoting sustainability, science, technology, engineering, and mathematics ((S)STEM) to underserved students. This was accomplished by transforming a board game--previously developed and used to teach elementary students about complex and often misunderstood energy and sustainability issues--through a collaborative design process. The process of taking a tangible board game into the digital realm required significant design and pedagogical adaptations to maintain student learning outcomes and content delivery. Scientists, educators, and designers strengthened the graphical and pedagogical aspects of the game collaboratively to ultimately expand and deepen the energy literacy of elementary school students. This design case seeks to elucidate the multidisciplinary collaborative design process used by SEE(E)D faculty and researchers as well as students to redesign a board game into a didactic video game that is easier to both deploy and disseminate for the benefit of K-12 students and teachers.