The low ability of fifth-grade students in mathematics is evident in average report card scores that remain below the minimum passing grade. Students tend to lack confidence and approach learning mathematics passively. This study aims to describe the implementation of the Snake and Ladders game as a learning medium and to analyze improvements in learning outcomes and active student involvement. The research used a descriptive qualitative approach to describe the learning process in actual classroom conditions, with data collected through observation, interviews, and documentation. Data analysis used the Miles, Huberman, and Saldana model, which included data condensation, data presentation, and conclusion drawing. The results showed an increase in students' average mathematics report card scores from 67 to 83 after using game media, as observed in the graphs, and an increase in student engagement in discussions and group work. Interviews with teachers and students confirmed that the Snake and Ladders game, as an alternative medium for mathematics learning in elementary schools, helped students understand concepts and fostered more active, interactive learning.