This design-based research project investigated how a gamified learning design could enable adult learners to design digital games while implementing and thereby reaching learning goals from their curriculum. The aim was to develop a reusable learning design for upper secondary teachers and students who are game-design novices. The gamified learning design supported the innovative learning processes for the students, and the teacher participated as an inspirational guide for the students as they designed curriculum-based learning games. This chapter describes the learning design, how the teachers contributed to the students’ cognitively complex learning processes, and how four parallel types of processes for designing and learning supported this gamified learning design. The study took place in a hybrid synchronous learning environment. The project revealed that the students experienced deep and motivating learning and that the teachers found this problem-based and activating learning design inspiring and easy to use as a variation to more traditional teaching approaches.