Computer games offer teachers new ways to be interactive within the classroom, which students require. While the humanities have not shown interest in computer games, interestingly, games with historic themes make up one fifth of the top sold PC games. The authors wish to go a step further than simply using computer games in the teaching of history. They propose using collaborative learning in computer games to enhance historical learning. The chapter is divided into four sections. The first section focuses on how games should be used in undergraduate studies in the way text has been used in the past. Historical games are entrenched in synthetic landscapes much like the texts that outline history syllabi through code rather than words. But not all history games are equal and must be challenged and the authors have developed a way to best understand the place for games in their history courses. The second section of the chapter focuses on how students can build their own historical games thorough the modifications of commercial games. The third section focuses on the experience of the authors to reveal how students can move beyond simply analyzing and modifying commercial games to developing their own games collaboratively. The process is much like writing a research paper. In the final section, the authors reflect on their personal use of games in their classrooms and how they can best assess students’ work. They hope to aid other historians to introduce games into their classrooms without falling prey to the pitfalls of learning using games.