Videogames are a prominent feature of contemporary life, and for many young people are an integral and important part of their everyday lives. Digital culture powerfully contributes to the ways in which young negotiate issues of identity, community and power, establish relationships, represent themselves to themselves and to others. It contributes to their sense of agency, values and the world. Students' experience of the world is digital and this shapes their orientations towards and expectations of learning and the acquisition and production of knowledge. Print based curriculum, pedagogy and assessment do not reflect contemporary forms of communication and the creation and transmission of knowledge. C21st schooling needs to use and reflect contemporary communicative forms and technologies to prepare students for skilled participation in society. The use of videogames in the curriculum has much to offer in building bridges between young peoples' in- and out-of-school worlds, and of forging connections between traditional and new forms of literacy, knowledge and understanding. The masculinist culture of many games, however, and the ways in which gendered patterns of media use elsewhere are echoed in the world of videogames and game play, present challenges. Games chosen, the focus of curriculum, and the opportunities for active participation in using, analyzing and making games, need to recognize issues such as these. This chapter draws on a number of small scale studies and a national research project to describe a range of school-based work and classroom activities where boys and girls were differently engaged in learning with and through games, and the choices teachers made about the nature and focus of students' work in a number of areas in the curriculum. Matters for consideration include the capacity of games -based pedagogy to promote engagement and increase literacy learning in new and traditional forms; to develop 'deep learning' in curriculum areas, and opportunities for students to participate actively in creating and/or playing and analyzing games. In developing games-based units, teachers balanced issues of motivation and engagement with the promotion of reflective awareness and the conventional priorities of relevant areas of the curriculum. Evident too, however, was the persistence of gendered stereotypes and expectations, and the challenges posed by these. By contrast, examples of the scrambling of gendered stereotypes and expectations are also given. The chapter offers an outline of issues, challenges and possibilities in using games in classroom learning, and some of the questions that remain.