In this study, the effect of game-containing materials designed to teach basic music theory subjects on students' achievement levels was examined. These materials were prepared by Atatürk University Music Education Department 3rd grade students studying in the 2018-2019 academic year, in the instructional technologies and material design course. The solomon four-group model was used in the design of this study, which was designed with the quantitative research method. Before the experimental procedure, control and experimental groups were determined randomly. The experimental procedure consisted of nine steps, and a different material was used in each step. The study group consisted of students who studied at the 9th grade of Muş Anatolian High School in the 2018-2019 academic year (n=120). Experimental groups were formed by students in classes 9/A and 9/C (n=30+30), and control groups were formed by students in classes 9/B and 9/D (n=30+30). The "Basic Music Theory Achievement Test" consisting of 20 items, prepared by the researchers in line with expert opinions, was used as a data collection tool. Cohen Kappa coefficient was determined among raters for validity and reliability analysis. The Mann-Whitney U Test was used in the analysis of the data. There was no significant difference between the scores of the experimental and control groups before the experimental procedure, and the obtained data showed a homogeneous distribution. The t- test results that emerged in the posttest phase with the experimental 1 and control 1 groups proved that the group to which the experimental procedure was applied achieved higher scores. Based on the results of this study, it has been seen that music lesson activities systematically prepared with game-containing materials increase academic success.