At our institution first-year pharmacy students (P1s) are introduced to literature searching during the Introduction to Drug Information course. The liaison librarian embedded into this course found that students were struggling with feeling confident in their literature searching skills and wanted to find a more engaging way for students to practice literature searching. This course is set up in a completely flipped classroom style, where students watch pre-class videos, and complete pre-class assignments before coming to an in-person 50-minute active-learning session. Literature searching is taught over a two-week period and is broken up into basic and advanced modules. Previously, students completed a handout individually in class before reviewing it together as a group. After reviewing the literature and conference abstracts for currently used techniques, game-based learning was chosen to revamp the modules. A crossword puzzle was created for basic literature searching week, and a virtual escape room was created for the advanced literature searching week. Students were asked to work in small groups to complete the activity and a prize was given to the first team to finish. Overall, the gamification of literature searching in this course was a success in getting students more engaged with the content. Student feedback after each session was positive, and a comparison of end-of-year evaluations showed that students enjoyed gamification, even going as far as to ask for more games and more group work. Students scored higher on their literature searching assignment after implementing these activities and the librarian received fewer emails asking for clarification or requesting to meet. Future steps include a research project to evaluate ways to incentivize student engagement with flipped content throughout the course.