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This case study investigates the implementation of gamification within a Scandinavian lower secondary education context, examining how teachers and students interpret and engage with a gamified learning management system designed to enhance student engagement and metacognitive skills. Utilising the Technological Frames analytical lens, the study examines the cognitive structures that influence stakeholder interactions with the gamified features. Data were collected through semi-structured interviews with 11 teachers and open-ended survey responses from 73 students, revealing key interpretive discrepancies between the two stakeholder groups. Teachers primarily viewed the gamified tool as motivating student learning. However, students’ responses varied widely, with some perceiving gamification as engaging, while others viewed it as irrelevant or counterproductive. The study identifies critical frames, including teachers’ "Operational Confusion" and students’ "Plaything" and "Killjoy" perspectives, which highlight a misalignment between cognitive frames. Findings suggest that successful implementation of gamification in education requires alignment of cognitive frames across stakeholders, supported by clear objectives, co-design, and culturally responsive design. The study concludes by offering recommendations for enhancing stakeholder engagement and optimising gamified learning systems.