In recent years, digital games have increasingly become an importantpart of children’s lives. As a consequence, digital game-based learning (DGBL)activities have also been merged into the school context and tried out by teachersin various ways. The pedagogical and didactical values of integrating DGBL ineducation are however not yet concluded. In this paper we examine how groups ofteachers construct ideas about digital game-based learning as a teaching methodand base for developing teaching activities. The study is drawn from a couple ofcreative workshops with Swedish and Danish school- and preschool teachers, inwhich their pedagogical design processes while evaluating and trying out differentgame apps have been studied. The research questions we ask in this paper are: 1).In what ways do teachers concretise their comprehension of digital game-basedlearning in their discussions of educational games for school children? And; 2).How are different discourses about the learning process and/or didactical potentialin relation to digital games constructed in teachers’ discussions while assessinggame apps? Using a discourse analytical approach, the results of the study showthat the teachers’ were stuck by their preconceptions about games as offering differentlearning qualities compared to their traditional teaching practice. Teachersacknowledged that DGBL is a complex issue as also designers’ preconceptionsare tied to traditional qualities of game design.