A science education game, called "Challenge," was developed and tested. In a course designed to review the concepts that are useful in teaching elementary school science, one group of black graduate students used the game while a control group used the conventional lecture-discussion format. The game was designed to allow the player an opportunity to relate his knowledge of science to elementary classroom situations. A role-playing design was used to give the students practice in expressing scientific concepts using their own words. The results of analysis of variance comparisons indicated that the experimental gaming group had significantly superior posttest results in achievement in science, attitude toward science, confidence in science, and in the learning of the specific concepts that were taught in the game. It was found that individual personality and background characteristics could differentially predict the posttest measures and that low achievers in science benefited most from the gaming strategy. Their achievement posttest scores nearly matched those of the high achievement group. Thus, the learning game reduced differences in achievement that were detected on the pretest while raising the achievement mean for the entire group. (JY)