This study sought to explore the relationship among gender, age and prior digital game-based learning (DGBL) experience amongst high school teachers in determining the suggested content and interest of DGBL professional development. The ultimate goal of this study was to find ways to increase the preparedness of teachers to effectively implement DGBL in the classroom. This study and instrument survey questions were developed based on two theoretical frameworks. The first was the Technological Pedagogical Content Knowledge (TPACK) framework, which states that the complexity of technology integration requires an understanding of the deep connections of the three primary components (Koehler & Mishra, 2009). The second was Desimone's framework, which evaluates the effects of professional development. Desimone argues that researchers should use the common conceptual framework which includes the main features of effective professional development for studying professional development (Desimone, 2009). Fifty-seven teachers completed the 23-question online survey, which contained multiple choice, open-response and Likert-type scale questions. Teachers were asked to answer questions regarding their prior DGBL experience, suggested content and interests of DGBL professional development. A three-way ANOVA test was used to indicate if there was a relationship among gender, age and prior DGBL professional development experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]