This paper presents one elementary school librarian's experience using gamification and game-based learning in the specialist classroom. While the academic literature on gamification and game-based learning is increasing, there has not been much written on using these techniques in the specialist classroom. Using a case study method, the researcher explored the question, "How might a specialist teacher apply gamification and game-based learning techniques in the specialist classroom to improve student engagement and overall classroom management?" Data for this case study included a comparison of student work over 3 years, 1 year without gamification and game-based learning, and 2 years with gamification and game-based learning, and direct observation of student participation, attentiveness, and overall behavior. Analysis of the data showed that students responded positively to gamification and game-based learning, and the quality of student work improved when game-based learning and gamification techniques were employed in the specialist classroom.