Currently there are few pedagogical models available for mathematics teachers who are interested in digital game‐based learning. The Play Curricular‐activity Reflection and Discussion (PCaRD) model attempts to address this, but lacks the needed exploratory research on its implementation within formal mathematics classrooms. Through the use of semi‐structured interviews, this study examined three middle school teachers’ initial experience using PCaRD, the influence of this experience on their digital game‐based learning knowledge, and their perceptions on how teaching with digital games impacts student achievement. The findings showed teachers feel PCaRD is a sound Pedagogical model, but needed more practice using it to fully realize its usefulness. Also teachers felt the need to make adaptions to PCaRD based on the composition of their class, and had difficulty implementing the reflection and discussion phases. Finally, teachers felt their low achieving students benefitted most from the use of digital games. Future directions for research are also discussed.