History is no longer fun; in an attempt to cover the curriculum and pack in as much information as possible, the element has been lost. Students are assessed on their penchant for regurgitation and not for the true learning that is taking place. However, now there is the option to meld the tenets of game-based learning and the purpose of history teaching. It is through this amalgamation that history can become fun. In this chapter, the authors take up the call to explain and demonstrate how game-based learning, through their history-based game The Great Unsolved Mysteries in Canadian History, and historical thinking and knowing can enhance history teaching and make it ‘playful.’ The authors draw on two different academic discussions. The first explores the research that has been completed in learning and teaching of school-based history. The second discussion centers on the discipline of history and the theoretical and methodological developments within the field. It is at the intersection of these two discussions that the authors purport lies the explanation of why their history-based interactive game, both theoretically and through research, brings to bear both the playful and serious aspects of history education. The authors also aim to explain why their online history project is so widely used and recommended as a method of history education. They begin by discussing history educators and their impact on research and the field of history education. The chapter continues with a discussion of historians and how they have shaped the field of history education. The authors conclude the chapter with an explanation and discussion of their history-based game, including a description of the mysteries available.