Videogames are an ever increasingly popular form of media consumed by students and the positive effects videogames can have on learners' motivation, vocabulary retention as well as interest and engagement have been explored through a large number of studies. However, what has not been examined is what role incidental vocabulary learning may play on the vocabulary acquisition which accompanies videogame play. This case study sought to determine if, in a group of 7 upper-intermediate Korean middle school students, evidence of incidental vocabulary learning could be obtained and to determine which words are the students learning. This was investigated using a combination of interviews, and modified think-aloud protocols while the students engaged with the popular videogame Minecraft. The results of this study showed that while there was evidence of previous incidental learning and a few instances of new incidental learning during the duration of the study, factors such as peer interactions and connecting the context of the game to previously known vocabulary words seem to be more important to vocabulary acquisition.