Encouraging student participation often requires more effort than just asking questions and expecting answers in return. Gamification of class material is one way to boost class participation and active learning. While some gamification techniques in classrooms may stretch across numerous class sessions, micro-games are simple activities that improve student engagement and when used well, can be powerful tools to reinforce learning in a fun way. After attending a professional development workshop on micro-games, I developed two games to reinforce learning in a General Ichthyology course which had both upper-level undergraduate and graduate students in the class. In General Ichthyology, students must learn how to identify many different fish taxa through their life history and physical characteristics. This seemed like a perfect fit for the game “What am I?”, also commercially known as “Hedbanz”. For this game, students formed groups and took turns trying to guess the fish on their card by asking their group questions about it. The game was so popular, the students asked if they could play it again with the next group of fish they needed to learn. The second game required students to consider everything they had learned in the class to draw and describe the life history and physical characteristics of a fictional fish they created. For the last day of class, I created a bracket in the March Mammal Madness style, and a tournament ensued as I narrated the animated interactions I created between the imaginary species. Results of each competition were based on adaptations the students described and what might happen if the fish were put into a tank together. All the students seemed to appreciate the fun, educational opportunities these games provided.