This article presents an activity that engages students in a fun and collaborative process of learning, with a primary objective of teaching them how to identify and label formal and informal argumentative fallacies. After playing a variation of "Who Wants to be a Millionaire?," students ought to be better prepared to craft stronger arguments and identify problematic appeals in others' everyday discourse. There are at least three reasons to use the activity described in this article. First, popular textbooks used in public speaking and persuasion courses give relatively few pages to fallacies, tend to focus on formal fallacies (i.e. error in deductive reasoning), over informal ones (i.e. irrelevant claim-data connections), and often use hypothetical or historical examples rather than claims made by contemporaries in everyday contexts. Second, spending significant time teaching argumentative fallacies is warranted. Providing students an opportunity to identify fallacies in recent and relevant news articles, online forums, and radio and television programs is one way to point out the troubling ubiquity of fallacies in prosaic rhetoric. Third, game-based activities make seemingly uninteresting topics and routine education activities more exciting, and are effective at stimulating learning. A list of references and suggested readings is included. (Contains 3 figures.)