In addition to being a fundamental part of human culture, games are also important for social interaction, personal growth, and development. These premises have led to a growing body of research on game-based learning (GBL) as a pedagogical advance in both formal and informal education. Even though GBL has many potential benefits, some challenges need to be taken into account while developing and implementing GBL. In this context, the goal of this study is to accomplish two goals: (a) map the primary barriers encountered when applying GBL approaches in educational settings; and (b) provide an intervention diagram that links each kind of barrier with potential strategies to overcome it. To achieve these aims, a Systematic Literature Review (SLR) was carried out using the PRISMA criteria and methodology. This includes procedures for eligibility and screening that were based on inclusion criteria that were established with the goals of the research. The analysis of the articles obtained for the systematic review reveals four different types of barriers to more regular GBL implementations. These barriers include (1) behavioural and attitudinal barriers; (2) school policy barriers; (3) material and technology barriers; and (4) barriers related to game literacy. Based on these barriers, we propose certain methodological strategies that might help practitioners get beyond the identified barriers. The strategies include: (a) adopting a participatory-driven and co-creation approach; (b) carefully considering whether to use digital, analogue, or hybrid games; (c) using a range of educational actors in the process; and (d) pushing for GBL training in projects. It is possible to argue that attitudinal barriers are related to the other barriers that have been discussed. For example, material barriers affect teachers' belief that there are currently not enough suitable educational games. Although policy makers' attitudes can be examined as a part of the macro-level attitudinal barriers, the effectiveness of their measures in the daily educational context is influenced by a separate set of barriers, which will now be investigated. Assessment literacy in GBL refers to teachers' beliefs about adopting games and how these affect students' motivation and cognitive development and is similar to an attitudinal aspect. In line with this result, it can be stated the potential strategies are also interrelated. Co-creative processes can be enhanced by integrating a multi-stakeholder approach to GBL, where finalized entertainment works successfully reflect the experiences of all participants. This article corroborates, evaluates, and groups the intervention streams as the basis of a comprehensive program of intervention where existing scientific literature on studies of GBL interventions naturally suggests the solutions.