Teacher perception has been demonstrated to be a key contributor to instructional practices within the classroom. As additional technologies become available to enhance and supplement instructional practices, game-based learning has emerged as an included component to classroom strategies for improved student achievement. With primary focus within the educational field placed on decreasing the achievement gap, emphasis on approaches that demonstrate affective ways of promoting the achievement of minority students has increased over the past few decades. Primary measurements of student achievement begin in 3rd grade. The purpose of this study was to identify and evaluate teacher perceptions on the use of game-based learning software within the contemporary classroom, specifically in the 3rd and 4th grade ELA domain. Survey responses from 823 3rd and 4th grade ELA teachers provided insight to factors contributing to teacher perception on the implementation of game-based learning into the ELA curriculum. In addition to the quantitative survey results, 37 face-to-face interviews were conducted to elicit qualitative information on the factors influencing teacher perception. Analysis of the results indicated that teachers have a generally positive view of the incorporation of GBL into the ELA curriculum. One of the key factors contributing to GBL implementation is an increased level of student engagement. Prior experience with GBL implementation also served as a primary element impacting teacher perception. [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.]