A 2x2x3 randomized block design was employed with 117 seventh grade students to investigate the independent and combined effects of a learning game and student teams on students' attitudes and achievement in mathematics. Multivariate and univariate analyses of variance revealed that students in classes using games were more positive toward math class than students in classes using quizzes. Low and average ability students in team reward classes were more positive toward math class than similar students in individual reward classes, but the reverse was true for high ability students. Students in the game-task classes score significantly higher than those in quiz-task classes on a test of divergent solutions, but no significant differences were observed on a mathematics computations test. (Author)