The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on motivating science students through SEGs, a cascading SEG development model was deployed. K-12 science teachers participated in summer workshops over three years where they learned to design and construct SEGs as teaching and learning tools, followed by student modification of teacher created games. Science interest was assessed through a mixed-method design, examining student responses to the Science Interest Survey (SIS) and through student voice from written blog prompts. Using chi-square and polytomous linear regression, results indicated that grade, age, gender and race were significant (p<0.05) predictors of science interest. Qualitative data from student blog responses indicate that science-based SEG creation positively influences student interest in science. Student voice blog responses indicated interest was boosted by successfully creating a working game of their own and as a result, students were inspired to do well in future science classes and had a new interest in pursuing STEM related careers.