Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and applied the Play Curricular activity Reflection Discussion (PCaRD) pedagogical model using the game RollerCoaster Tycoon 3 in a 5th and a 6th grade classroom to support student learning of systems thinking. Data sources included a knowledge test, interviews, and participant and video observations. The teacher (innovator) successfully adopted the PCaRD model (innovation) as a pedagogical guide for teaching systems thinking with the game in the school (context). Students had statistically significant gains in introductory systems thinking knowledge. Conclusions and implications are discussed for integrating games using our ecological approach.