This mixed methodology study investigated the effect on the mathematics achievement and motivation of 33 urban elementary and middle school students as a result of their having played topical computer games prior to receiving direct instruction. The participants in the study were required to attend an extended day period twice a week because they were below their grade standards in mathematics or reading. The experimental students' mathematics achievement was measured by comparing pre- and post-unit test results with students in a control group. Teachers and parents of the experimental students supplied the researcher with supplemental information through responses from pre- and post-study questionnaires. Statistical tests did not support playing computer games for enhancing students' achievement. However, an analysis of frequencies and percentages conducted on student, teacher, and parent responses on pre- and post-study questionnaires supported playing computer games for motivating students to learn mathematics, improving students' self efficacy for learning mathematics, improving students ability to receive mathematics instruction, and improving their interest in mathematical activities. This study now challenges classroom teachers to capture this motivation and incorporate computer games into their lessons in ways that will add a new dimension to their instruction, and contribute to better student comprehension of mathematics.