Mathematics education remains a worrisome issue in the South African education system. This dilemma presents itself in the underperformance of learners in Intermediate Phase mathematics. In an effort to address this challenge and develop alternative approaches to the teaching of mathematics, a university-based project was initiated. As part of the project, this article reflects on the experiences of five project members who observed the implementation of Morabaraba, which is an Indigenous game, rich in mathematical relevance. This qualitative case study explored how mathematics teachers implemented the Morabaraba game to teach Intermediate Phase mathematics content. The method used to capture the data entailed reflections of the team that were derived from the observation of mathematics lessons in the Intermediate Phase. From these observations the researchers found that teachers invented their own rules when integrating mathematical concepts; they reinvented the game to cater for the complexity of mathematical content and experienced challenges in the playing of the game. We conclude that the Morabaraba game can be implemented, with practical adjustments, to comply with the objectives of the mathematics concept. The recommendation is that ethnomathematical games be employed as a teaching strategy as they are found to encourage active learning. Future research endeavours include exploring how ethnomathematical games can be sustained for future use.