P.G. Schrader, Dongping Zheng, and Michael Young examine how preservice teachers' personal experiences with video games inform their views of gaming in the classroom. They link the results of their study to current literature and conclude that preservice teachers' experiences steer them away from game genres such as massively multiplayer online games and toward using games as rewards. The solution, the authors conclude, is to provide preservice teachers with new experiences in their training programs that make them aware of the educational potential of games in the classroom. (Contains 4 exhibits.)