In this study „Language Game as a Motivation in Grammar Teaching“, the starting point is the child's language acquisition, which takes place in a spontaneous and unladen way by listening to speech in his environment. Furthermore, in educational institutions, children learn the language. Croatian standard language is taught in Croatian school (Pavličević-Franić, 2005). In 2019, the Ministry of Science and Education published Curriculum for the subject Croatian language and the emphasis will be on the field of grammar in the third grade of primary school. The active participation of students enables a communicative-functional approach that includes a didactic game which makes teaching more dynamic and motivating. In this way, students can faster and without fatigue learn abstract and uninteresting content such as grammar (Pavličević-Franić, 2005). Grammar is the most represented in the subject area of the Croatian language and communication. Language games are used to make easier overcome of materials. The goal of language games is to master the language and it is contents by encouraging written and oral expression (Aladrović Slovaček, 2018). Although game works as a motivation, the teacher also has a significant role. For the purpose of this study, a research was conducted on whether game acts as a motivation in grammar teaching. The research was conducted in two third grades which consisted of a control and experimental group in which were held three lessons with language games included. The research problems were to examine general attitude of students about the game in teaching, whether the attitude about the game is different considering gender and attitude towards school, whether the implementation of language games affects grammar knowledge, what is the attitude of students about proven language games and whether they attitudes about the game differ considering the groups. The results show that students sometimes play in the Croatian language class and it is visible that gender and attitude towards school do not affect the attitude about the game. In addition, the results show that the group in which the language games were conducted liked this way of learning through game and they achieved better results from the grammar content exam more than the control group.