The present study sought to elicit insights into pedagogical practices pertaining to the integration of digital games into teaching and learning. A review of peer-reviewed journal articles published in English over the past 10 years uncovered common pedagogical themes that were categorized into a pre-game, game, and post-game taxonomy. The findings indicated that teachers implemented a variety of instructional activities at the pre-game, game, and post-game stages. Pre-game activities consisted mostly of lectures and gameplay trainings. At the game stage, teachers engaged in content scaffolding, performed classroom management activities, and provided technical assistance to students during gameplay. At the post-game stage, teachers organized debriefing sessions to ensure that gameplay translated into learning outcomes for students. Recommendations are made for the integration of games into teaching and learning in order to maximize student engagement and learning outcomes.