Research driving the mandates of the current education reform law, No Child Left Behind, indicates a 300% increase during the last 10 years in students being labeled with specific learning disabilities. In addition there has been a dramatic increase in the number of minority students labeled as having learning and emotional disabilities (U.S. Department of Education, 2002). One possible reason for this disturbing evidence is that our teachers and schools are not prepared to assess the skills or meet the needs of a "new" generation of learners entering their classrooms. The new generation the author is referring to are those students who have daily access to interactive 3D environments, spend a significant amount of time exploring that environment and have the skills to maneuver and problem-solve within it. These environments are the 3D worlds of video games. There is evidence indicating the same students who are most at risk for failure in the traditional classroom setting also spend an average of twenty-seven minutes per day more than their counterparts using video games. The author of this article asserts that the use of video games as a teaching tool deserves serious consideration as a means of presenting information and bridging learning concepts. She argues that exploring the use of video games in the classroom forces educators to reevaluate their role as "teacher." Video games allow teachers to share learning experiences with the students and to label and extend the student's learning in such a way as to truly prepare the child for future challenges. The author recommends today's teachers, and especially those just entering the profession, partner with the students and get on board--the students are already there.