The first part of this study shows that there is increased support for using video games in the classroom from different stakeholders, namely students, teachers and parents. The potential role that video games can play in the classroom learning process needs to be more well defined. There is a dire need for research work under experimental conditions which measures tangibly the effectiveness of videogame use in classroom learning. The experimental study described here seeks to address this need and focuses on the very important area of literacy attainment. The Experimental Group of students which used the videogame in the classroom obtained significant gains on a number of English as a Second Language items when compared to the other group of students which followed their regular programme. This study makes a claim for teachers to be supported in their endeavours to harness video games as a teaching and learning tool. However, the role of teachers in this process requires redefinition. It calls also for the concerns of teachers to be addressed if they are to feel they can play a significant role in the adoption of video games in classroom learning.