The purpose of this qualitative descriptive study was to gain an understanding of how attitudes, perceptions, and subjective norms influenced professors' lived experiences of intentions to use digital game-based learning (DGBL) in the Western region of the United States. The theory of reasoned action (TRA) and the technology acceptance model (TAM) served as the theoretical foundations. Three research questions regarding how professors' attitudes, perceptions, and subjective norms influenced their intentions to use DGBL served to guide this study. The sample consisted of professors who taught at a health care career college in the Western region of the United States. Reflective essays and interviews were the data sources used for this study. MAXQDA was utilized and the data was analyzed via coding, categorizing, and theming. The themes identified were "Allied Health Professors' attitudes influenced their lived experiences of intentions to use DGBL," "Allied Health Professors' negative attitudes of several perceived barriers of DGBL influenced their lived experiences of intentions to use DGBL; DGBL enriched the adult learning environment; DGBL supports 21st century adult learning theory; Faculty, Administration, and Students influence Allied Health Professors' use of DGBL;" and "Allied Health Professors perceived faculty, administration, and students perceive DGBL positively." The researcher concluded that professors were not resistant to the use of DGBL, and that students and on-going training were the most influential factors regarding the continued use of DGBL. [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.]