Game-based learning (GBL) provides direct experience, reflection, and self-assessment opportunities. To support their knowledge and expertise on GBL, a group of Italian teachers volunteered in a four-month, free-access online training on GBL characteristics and GBL design to take games in school during the pandemic. Before the training, teachers had very high and generalized trust in relation to the potential of GBL, despite limited exposure. After the training, teachers developed more insightful opinions and expectations, strengthening their positive feeling of GBL. The study also analyzed teachers' methodological choices and skills in implementing GBL activities in blended and digital learning environments. Teachers used games for different goals to promote student engagement and academic continuity in times of crisis, but also as a flexible and effective environment to promote active learning strategies in both face to face and distance education.