There is growing interest in the incorporation of digital games as part of the suite of offerings in museum education in heritage environments. Digital games are seen as ways of recreating historic worlds, affording empathetic and affective engagement, and increasing interest in and understanding of historical periods or processes, working in complementarity with material exhibitions and artefacts on display. Stakeholders engaged in the development of digital games, however, may have different views of what constitutes significant knowledge and priorities. This paper reports on findings from a pilot study that investigated key concerns for three groups involved in designing a game -- museum educators, maritime archaeologists and games designers -- that foregrounded the construction of history, history as constructed and processes of historical research. The paper explores the differing values and priorities underlying the perspectives of each group, and the implications of these for museum education, and the design of the game.