Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their future students’ problem-solving skills. Becoming comfortable with games and game design, however, requires firsthand design experiences, which teacher education programs hardly provide. Given the limited opportunities and research, this study attempted to gain insight into the implementation of a game design workshop to teach preservice teachers how to integrate game design in their future practices. In this exploratory case study, we analyzed reflections and lesson plans from four preservice teachers who participated in a game design workshop. Overall, the preservice teachers found the workshop to be effective in teaching them the intricacies of the game design process. However, both the participants’ learning experiences during the workshop and the level of pedagogical elements present in their lesson plans varied depending on their technology knowledge and teaching context.