Commercial video games have the potential to function as resources for foreign language teaching and learning and to enhance acquisition. They resemble good classroom practices and tasks because they are objectiveoriented, offer fully contextualized language and provide clear feedback. For the purposes of the present study, an off-the-shelf adventure / puzzle / hidden object game entitled Grim‘s Legends: The Forsaken Bride was chosen. The generous amount of language present in the game is both spoken and written, requiring the player to rely on their listening and reading comprehension skills. This game was employed to teach English to an eleven-year-old girl who played the game over a series of six one-hour sessions. Constant support in terms of explaining game mechanics and translating unknown vocabulary and structures was provided. It was observed that while playing the game the learner engaged in inner speech in English, expressed her frustration at not being able to progress fast enough to her liking, but also remained curious and excited about continuing playing the game. Several types of additional activities were introduced in order to enhance the retention of a number of English words and encourage oral production. The research study is still in progress and presents a number of issues due to its having only one participant and the absence of a pre-test. It is concluded that video games are valuable tools for foreign language teaching, learning and acquisition, but that their effects can only be observed over a considerable amount of time.