This article reports on the development of two courses designed for students in higher education game development programs during the period of 2006 to 2015. The students are from three different arts and design-related strands of the program, and had in common that very few had taken advanced science classes as part of their upper-secondary education. This meant that they were rather poorly equipped to learn programming, mathematics and physics, which they needed to master in order to understand the basics of game development. Consequently, the courses was designed in a way that allowed the students to practically engage in creating a computer games alongside being taught the actual science they needed in order to efficiently utilize those skills. A working hypothesis for the project was that if the responsible teachers were able to run the course in a way that cohered with the principles of problem-based learning, this would create an environment which would enhance the students' motivation to learn basic science as well as the operative and innovation skills needed for fulfilling the course requirements. In addition, ideas developed within the field of situated and experiential learning constituted theoretical points of departure for developing the course. The article describes the practical and theoretical points of departure for developing the courses and reflects on the experiences made from running it. Summing up, the authors conclude that the why and how of teaching needs to be in line with students' worlds in order for educational experiences to be considered as meaningful.