This study explored the dynamic interplay of social constructivism, game-based learning, and communities of practice in the context of teachers using Minecraft as an educational tool. This study used a teacher survey to collect insights from teachers who use Minecraft and are members of the Minecraft Teachers' Lounge. The research investigated how teachers learn to use Minecraft, the resources that support their learning journey, and the factors influencing their confidence in utilizing game-based learning tools. The findings highlighted the significance of collaborative learning environments, experiential learning approaches, and ongoing professional development opportunities for teachers using technology-enhanced tools like Minecraft. The study's conclusions emphasized the transformative potential of integrating game-based learning platforms into classrooms, leveraging the synergies between social constructivism, game-based learning, and communities of practice to cultivate engaging, collaborative, and meaningful learning experiences. The insights from this research can guide educators in harnessing the power of immersive technologies, continuous learning, and innovative teaching. [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.]