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Previous studies have suggested that under-standing the relationships and developmental paths amongTPACK constructs plays a crucial role in teachers’ TPACKdevelopment process. Researchers (Chai et al., Edu Tech-nol Soc 13(4):63–73,2010) have found that technologicalknowledge, pedagogical knowledge, and content knowl-edge are all significant predictors of pre-service teachers’TPACK. Thus, one of the major concerns that educatorsmay have is, which type of knowledge should come first inan educational technology course in order to enhance theparticipants’ TPACK. This study was conducted to exam-ine the effects of the technology- and pedagogy-orientedcourse design on improving in-service preschool teachers’technological pedagogical content knowledge-Games(TPACK-G) as well as their acceptance of digital game-based learning. The participants were 49 in-service pre-school teachers. They were assigned into a technology- anda pedagogy-oriented group. The results show that whenintegrating the TPACK-G framework into the preschoolcontext, teachers who were taught with game knowledgefirst tended to have higher competencies in game knowl-edge and game pedagogical content knowledge than thosewho were first instructed with game pedagogical knowledge