This study investigated the effects of modern educational game playing on middle school students' attitudes towards mathematics, mathematics self-efficacy, and mathematics achievement. Two hundred twenty-five middle school students from four different Title 1 schools in two different counties in the southeastern United States were recruited. Students participated in a quasi-experimental pre-test and post-test design with 16-weeks of the game intervention and a minimum of one session of game play per week. The students' gender, socio-economic status (SES), ethnicity, frequency of game play, and frequency of computer use were examined as moderating variables and covariates. ANCOVA detected significant and positive changes in students' attitudes towards mathematics and mathematics self-efficacy. However, there was no significant change in students' mathematics achievement. A students' gender, SES, and frequency of computer use did not significantly interact with any of the criterion measures. Discussion and recommendations for future research are provided. (Contains 5 tables and 1 figure.)