The purpose of this qualitative descriptive study was to explore how teachers who teach 6th, 7th, or 8th grade English language arts in a virtual charter school environment describe the gamification process to support student engagement in the classroom. The overarching research question was: How do teachers who teach 6th, 7th, or 8th grade English language arts in a virtual charter school environment describe the gamification process to support student engagement? The theoretical framework was based on the gamification for student engagement (GSE) framework. The target population for this study was teachers who teach English language arts in a public virtual charter school environment. Data collection for this qualitative descriptive design included a demographic questionnaire, a self-administered research questionnaire, and semi-structured interviews. Data analysis was completed using descriptive statistics and a hybrid inductive-deductive thematic analysis. There were eight themes identified from this study: (a) personalized learning environment, (b) increased teacher burden, (c) competition-reward-driven gamification, (d) leveraging the digital culture, (e) challenges implementing gamification, (f) student-centered gamification, (g) motivating inclusive learning, (h) gamification for learning outcomes. The study revealed teachers are using gamification to support student engagement primarily through the use of online platforms. Therefore, recommendations for future studies should compare gamification use in virtual and brick-and-mortar classrooms, self-contained classrooms, and further explorations of the GSE framework. [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.]