‘Video games have gained remarkable popularity and have become the dominant form of entertainment today. While many educators incorporate video games into their classrooms, limited information exists on faculty experiences in this regard. We investigated teachers’ experiences in classrooms when using educational video games as part of their curriculum. Participants were a purposeful sample of 5 higher education faculty who used games in 4–9 semesters with a total of 3,226 students. The method used was a collective case study using semi-structured interviews and student game play data. Four major themes were discovered based on the interviews with the teachers. The themes show how and why the faculty use the games, mainly as a pedagogical tool, to connect with people, as a method to deliver content and as an artifact. Three distinct faculty profiles emerged from this research. To enhance the effectiveness of game-based teaching, additional research is needed to understand the training and support required by teachers and faculty. Tailored support and training materials should be developed to address the specific needs of these game-based teaching profiles, ultimately assisting faculty in their efforts to employ games in the classroom.