This article examines the influence of tabletop games on lower primary school literacy for students using a quantitative research design. Three hundred 7- to 9-year-old students were selected by stratified random sampling and were equally allocated to an experimental group and a control group. The experimental group played tabletop games in a structured format twice a week for 8 weeks and the control group received traditional literacy instruction. Pre- and post- literacy tests also evaluated changes on reading comprehension, vocabulary acquisition, story re-telling, and expressive language. Outcomes indicated that the treatment group made significantly larger gains than the control group, with large effect sizes and substantial benefits in all literacy components. The more often you play games, the better people will see you read. The relationship between how often you play games and reading scores is really just a reflection of the importance of actually playing games in this kind of causal model. In addition, gender or socioeconomic status based differences in literacy gains were none, which reveals the inclusivity of this method. The results suggest that the use of tabletop games for early literacy is a successful and enjoyable method to promote literacy development. Future research should be conducted to investigate the long-term impacts and to develop scalable models for deploying tabletop game-based learning in various educational settings.