Videogames have become a cultural and commercial phenomenon across the globe. Researchers and educators have been working to understand how to leverage these tools in education. However, there are few training opportunities that focus on the positive attributes of games in education for preservice teachers. This paper describes the preliminary findings associated with training pre-service teachers to use Massively Multiplayer Online Games (MMOGs) in their classrooms. We examine how a simple instructional intervention may emphasize salient, educational attributes of MMOGs (e.g., motivation, reading and literacy, communication, collaboration, exploration, problem solving, and situated activity) and reduce the perceived "curricular cost" of MMOGs. To do so, this research applied a "learning in technology" perspective that describes immersive technology as a medium in which the environment and player become one. Specifically, 13 participants were assessed in terms of their perceptions of games in general, their views about the potential for games in education, their views about the negative consequences of games in education, and their content knowledge about the World of Warcraft. Participants' discussions following the intervention were also analyzed for themes relevant to learning. Implications for teacher preparation are discussed. (Contains 1 figure.)