This qualitative study aimed to examine ways young children practice social skills and use language while playing the digital game Roblox in pairs, using a single electronic device, as framed through Vygotsky's Socio-cultural theory of learning. Roblox is a sandbox-style game comprising several mini-games, such as hide-and-seek simulators and battle spaces, where children can play with others online. In this qualitative study, participants were four seven-year-old 2nd-grade students paired to play the digital game Roblox at a charter school. I observed and recorded how the children interacted with the game, their language while playing, and their behavior toward each other. By observing their play as it was naturally occurring, I could obtain the young children's perspective. This inquiry sought to answer the following questions: (1) How does playing Roblox influence social interaction and learning for 2nd-grade students? (2) How does playing Roblox promote language skills development for 2nd-grade students? Data sources included audio and video recordings, field notes, pre- and post-gameplay meetings, and observations. I transcribed and analyzed the data using open coding to understand how young children interact and learn socially while playing a digital game. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]