The success of learning a second or foreign language (L2) in formal contexts depends to a great extent on teacher mediation, which encompasses the actions and decisions of teachers aimed at promoting the learning of their students. Learning an L2 through digital gaming is not an exception to this. In this entry, we argue for the importance of teacher mediation in L2 learning with digital games and define its scope. We review key findings from empirical research and zoom in on exemplary studies that are focused on pedagogy and demonstrate the relevance of teacher mediation. We argue that research on teacher mediation is a blind spot in the field of digital game-based language learning, and that more attention needs to be paid to examining what teachers are actually doing in classrooms, to studying the impact of teacher mediation on student learning, and to leveraging digital technologies to support teachers in teaching better with games.