The purpose of this study is to illustrate middle school teachers’ intentions by including digital game based learning (DGBL) in their mathematics teaching. The study also aims to illustrate what impact teachers believe that DGBL has on students’ learning. A semi-structured interview was used to gather data for the result of this study. The questions in the interview were open with the purpose of getting the teachers to speak freely about how they use DGBL when teaching mathematics and how students are affected by it. The results from the interviews show that teachers use DGBL in their mathematics teaching for four main reasons; complement to their ordinary teaching, variation in their teaching, quick feedback and to help students who struggle learning mathematics. The result was analyzed through the five steps of development from the TPACK theory. The result from the interviews also showed that the teachers believe that DGBL helps encourage students, keeping them more motivated during mathematics class. The teachers explained that the students are more independent when using DGBL. This result was analyzed with the Teachers’ Beliefs theory. The main aspects of what define a belief was the outset of this theoretical analysis.