Research shows an increased interest in the use of both educational- and commercial games in the classroom. This increased interest in digital games and the potential of game-based learning may not come as a surprise due to the constant digitization in schools. The purpose of this literature study is to analyze scientific literature that covers the use of digital games for teaching purposes and from this identify opportunities and challenges with using digital games in history teaching, as well as to see how teachers integrate digital games in the classroom. For this purpose, data has been gathered and analyzed through systematic search on two different databases: Primo and ERIC (Education Resource Information Center). The study found that the use of digital games in history teaching may enable the development of student’s social skills, an increased understanding of concepts and theories, increased focus and commitment, an increased critical approach to history teaching and an increased interest in the subject. Several potential challenges with the use of digital games in history teaching were also found. The most distinctive challenges were structural limitations, teacher competence, society’s view of digital games, as well as a concern that students have difficulty applying what they learned outside the framework of the game. Furthermore, the study shows the importance of the digital game being integrated into the regular teaching, and not being used as the main knowledge facilitator in the classroom. It is also shown that it is not just one role that teachers need to take on when it comes to using digital games in their classrooms, but a wide range of roles to successfully integrate digital games into their teaching practice. Lastly, the study provides some guidance for teachers who are interested in working with digital games in their teaching practice but who do not know which games to use. It also discusses an alternative way forward for the field, by using streaming platforms as a means to experience game-based learning for students.