In an ever-changing emotional, psychological, and physically developing world of education, it is important for educators to adapt creative skills to meet learners' needs. It is paramount for educators to develop creative skills to meet the needs of their learners and demonstrate effective classroom management. There is a gap between preservice teacher preparation and the reality of the day-to-day demands of educators. Game-based learning can provide a measure to fill that gap by providing a simulated experience for preservice teachers to encounter possible challenging scenarios. This concept of educational gameplay uses interactive learning that can improve the classroom response to behavioral issues (Bada & Olusegun, 2015). Learning during play is a far superior form of training in that it stimulates multiple learning resources and can create connections that will last longer for most (Resnick, 2017). Educational games can spark creativity (Dyson et al., 2016) and enhance the preservice teacher learning experience (Johnson & Kim, 2021). This research asked how gameplay may affect the creative self-efficacy of educators in hypothetical classroom management situations. In this experimental design, a randomized cluster block was used to explore the impact on a self-report measure of creative self-efficacy before and after participants played a card game simulating challenging student behavior.