Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted on teachers' perceptions integrating educational online games, also known as Digital Game-Based Learning, and the use of online games for students with emotional and/or behavioral disabilities (EBD). This research study used a qualitative case study design with grounded theory to investigate teachers' perspectives on the use of online games including how, when, and why online games are being used in instruction, what factors encourage teachers to integrate educational online games in the classroom and the potential relationship online games have on learning and instruction. The intersection of TPACK-G framework and game-based learning guided this study and provided a framework for researchers as well as educators to understand how teachers use educational online games for students with EBD. Multiple sources of data were collected and analyzed to generate themes across the data to gain an understanding of teachers' experiences and attitudes towards implementing educational online games in the classroom. Findings from this study can be used to address the gap in the existing literature for this student population, support the relationship between the game-based learning and TPACK-G frameworks, and understand if teachers find educational online games appropriate, implementable tools in instruction for middle school students with EBD. [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.]