This research examined the change in the perceptions of preservice teachers regarding the use of digital minigames to support middle school level social studies learning. The results of a Wilcoxon Signed Ranks Test for matched pairs revealed that participants' (N = 18) perceptions were positively modified by participation in a series of digital mini-games [T = 5.5, p less than 0.01 (two tailed)]. Results also indicated that the majority of preservice teachers agreed that digital games do have the potential for promoting learning in an educational setting. Recommendations for further research are provided.