In this article, the authors explore a number of interesting games as contexts for students learning geometry and enhancing their development of problem solving and reasoning. The games selected were appealing, content-aligned games for approximately four players with simple rules and 10-30 minutes of play time. The games were integrated by stating explicit learning expectations, creating purposeful prompts for analysis during and after play, giving students choice while they collaborated with peers, but most importantly moving between game play and formal instruction seamlessly over several months of time. Adapting the games by creating related tasks that fit within the game rules while extending deliberate thinking grew out of students' experiences and sustained engagement. In turn, teachers are invited to use the guiding principles of embedding games in unit planning to engage their students in meaningful mathematical learning with familiar commercial games. The authors conclude that the potential of integrating games as a pedagogical tool in the classroom is unlimited.