Recently, game-based learning has been found to improve students' learning motivation and attitude. This study explores the effects and attitude of students' using a monopoly game for history learning in a junior high school. Fifty-six seventh graders from two classes participated in the study. A quasi-experimental design was used to examine the effects of learning achievements and attitude. The experiment group used a monopoly game to review important events that researchers selected from the textbook. The students in control group worked with peers to complete a worksheet. The data collection included pretest and posttest in achievement test and focus group interview. The ANCOVA results showed that students in game-based learning had significant higher achievement scores than control group. Further, focus group interviews showed that students in game-based learning group had more positive attitude toward history learning. The results of this study and their implications for future research and practice are discussed.