While teachers are consistently asked to investigate new forms of technology, the use of computer-based games provides additional, unique issues. This research describes the changes in 12 elementary teachers' perceptions of games in the classroom after participating in an early algebra game-based intervention. Teachers implemented two computer-based games and one interactive tool as part of their daily mathematics lesson. They were also asked to guide their students through specific supplemental activities for out-of-game learning, which directly related to the content in the games. Surveys, classroom observations, self-reflection logs, and interviews documented teacher-student interaction during Math Snacks games. Findings reflect how the intervention changed teachers' views of games; their orientation to using inquiry in the classroom; their facilitation of technology; and their perception of including students with different abilities in gameplay. Participating teachers saw games as a tool to let students explore and introduce a topic with minimal initial guidance. Some teachers also noted the value of computer-based games in supporting low-performing students' integration and participation with the rest of the class. Teachers reported that students' collaboration and discussion skills were the primary competencies noticed while students were playing. Most of the teachers noted that their role as facilitators is essential n in the students' learning.