The extant literature evidences no conclusive agreement as to the usefulness of instructional games to increase academic achievement. The purpose of this research study was to assess the impact that playing Maze Math Game System®, created by the author, has on student attitudes and engagement in learning mathematics. This study used a pre-experimental, one group, pretest/posttest design to assess changes in student attitudes and engagement in learning math. Following the administration of a pretest attitudinal survey, participants received 24 hours of guided practice using the MMGS as an intervention over a twelve week period. To ascertain if playing MMGS positively impacted attitudes and engagement a posttest attitudinal survey was then administered following the last session. Based on the posttest results, the researcher found that there was a significant improvement in both attitude and engagement. The results of the evaluation are encouraging and suggest that the Maze Math Game System® can be effective in improving student attitudes and engagement in learning math.