As one of three core subjects in Swedish compulsory school, English is a major part of teaching. However, all too often, English teaching is formalized and taken out of context. This leads to a gap of knowledge between extramural English and school English. Many studies have shown that students with a computer gaming background show higher knowledge in English than students without a computer game background and when asked, students in grades 4-6 often respond that they learn English best in their spare time. In this study, I have analysed gaming students’ own reasoning about English learning and tried to find factors that make learning meaningful to them. In the form of a focus group interview with six students from grade 5, the result was expected. Most students, according to themselves, seemed to learn English best through computer games, which leads to the question of why this is so. The result gives us an insight into how students can reason about their learning of a second language and thus contributes with a student perspective to the existing research. Inspired by grounded theory, I have analysed students’ reasoning linked to concepts such as motivation, interaction, scaffolding and authenticity, which in turn derive from a sociocultural approach to learning.