This study focuses on the affective dimension of learning as influenced by a learning environment organized around instructional gaming. Experimental and control classes of seventh- and eighth-grade students taught by the same teachers for both semesters participated in the 1972-73 study. The experimental learning environment contained three components in addition to regular mathematics instruction: (1) the mathematics game EQUATIONS; (2) a twice-a-week tournament; and (3) the organization of the classes into teams. The student absentee rates were selected as the measure of students' attitudes toward the learning environments. Results indicated: (1) the mean absentee rate in nongame classes was significantly higher than in game classes; (2) the mean absentee rate of students switched from first term game classes to second term nongame classes was significantly greater in the second term; (3) the evidence for a carryover effect of participation in a games class for one term in lessening absenteeism in a nongames class in the second term was tenuous. (Author/JBW)