This theoretical paper explores the pedagogical potential of Dungeons & Dragons as a method for raising awareness about gender discrimination. Dungeons & Dragons is a tabletop role-playing game that emphasizes collaborative narrative creation. This paper examines gender identity through the lens of power dynamics shaped by gender stereotypes and norms, which are perpetuated by gender discrimination. This system is reproduced through the process of gender socialization, where media plays a crucial role. From within this dehumanizing system, the paper presents a solution based on the foundational principles of critical and feminist pedagogy, which are focused on awareness and critical thinking. More specifically, it discusses pedagogical methods that include dialogical guidance and reflection, such as those found in Theatre of the Oppressed or critical pedagogy of play. These methods utilize role-playing, simulation, and codification to represent issues. The paper explains how these methods can be incorporated into the Dungeons & Dragons game. To successfully implement this approach, the dungeon master must be aware of the specific context of the game, which includes the notion of a geek hegemonic masculinity. Therefore, the dungeon master plays a crucial role in pedagogically guiding players through this process. By implementing these approaches, educators can integrate a gender dimension into the game with the aim of raising awareness about gender discrimination. The main focus of this approach lies in the character creation process and post-game dialogues, where educators guide players in exploring their own assumptions and expectations about gender identities, as well as potential avenues for change.