This mixed-methods study explored the use of an augmented reality, location-based, iPad game to enhance the learning experience of young elementary history students. Utilizing the ARIS platform and a design-based research approach, researchers built a customized game experience that was inserted into a school’s traditional second grade curriculum. Students’ flow rates, learning outcomes, and attitudes about gaming were assessed through observation, teacher and student interviews, class-debrief sessions, teacher-created assessment tools, and surveys. Findings indicate that high rates of flow occurred with most students, learning outcomes were positively influenced, and that students generally have a positive attitude about game-based learning. This study also suggests that serious game-based learning for social studies can be successfully implemented in the earliest elementary grades. The researchers conclude with methodological and design recommendations for further game-based learning research within this age group.