By using the "Game of Thrones" pop-culture television series, the author has structured courses in a way that seeks to solve problems that plague many history courses serving university requirements. In this article, the author will discuss how gaming the classroom can serve as a solution to the issue of engaging majors and non-majors alike in courses where students feel as though they are "forced" to enroll. While the active learning concepts developed by the Reacting to the Past model have introduced gaming and historical role-play into the history classroom with much success, the author will demonstrate how using a gaming technique allows additional flexibility for instructors, especially in courses that are set up as historical surveys covering large periods of time. To outline how gaming strategies in the classroom operate, the author will first review the mechanics of the game. Next, the author will discuss how the game itself functions within the larger framework of my history classroom. Finally, the author will discuss the ways in which the game operates within active learning models and has furthered the learning outcomes of the classroom. In the end, the goal of the history classroom is to create historians-in-training-- students who analyze sources and make their own connections and arguments--and gaming the classroom does just that.