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his case study uses the Technological Peda-gogical Content Knowledge (TPACK) framework todescribe how teachers from two contiguous school districtsin southwest Virginia implementedThe CandyFactory,aniPad-specific learning game that focuses on pre-algebraicconcepts, particularly fraction knowledge. As a result ofthis implementation, significant changes in practice andinstruction took place for these teachers and their students.The goal of this paper is to exemplify the most salientchanges that took place, using the TPACK framework andseven knowledge areas. Through a series of focus groupinterviews with nine teachers and an interview with aprogram administrator from three middle schools in twodistricts, findings of this study illustrate how the main andinterconnected types of knowledge of the TPACK frame-work could be used to evaluate the affordances and con-straints of a learning game implementation and how itaffected the content and pedagogical styles of teachers inthe classroom. Using an interpretative research methodol-ogy, complemented by quantitative pre-/post-assessm