In this article, the CLICK ("C"omputer Games and "L"iteracy "I"ntegrated with "C"ontent "K"nowledge) design model for high school education is proposed and developed as an instructional response to concerns about content coverage versus deeper content knowledge, learners' inability to grasp the meanings embedded in complex text, and disregard for contemporary learners' technology habits. The literature is reviewed to support linking game play, game design, and complex text as a representation of expertise in order to provide opportunities for robust content learning. The CLICK design model is presented, and domains for further study are identified. (Contains 1 figure.)