This paper aims to explore how different design choicesaffect players perceived feelings of purposeful limitations andpredatory monetization in educational gamified software. Thisstudy, along with two others, is part of an initiative by the EUto explore teaching of a second language, in this case Russian,through gamification. Using Design Science it is the goal of thiscase study to determine whether it is possible to teach Russianwith the help of gamified software, with a progression model thatdoes not invoke feelings of predatory monetization game conceptsas seen in similar software on the market.