A number of commentators promote the use of computer games for education (Prensky, 2001; DeHaan 2005; Lainema & Nurmi 2006) advocating their utility for being interactive, social and highly motivational. However, insufficient empirical research has been conducted to fully validate their use, especially given the practical constraints of using computer games for instructional purposes (Connolly, Hainey & Stansfield, 2007). This paper describes some of the findings of a study designed to explore the impact of using computer games to teach first year undergraduates. In particular, it addresses the issue of how using computer games in a tertiary course changes student experiences compared to the lecture approach.