<strong>Background:</strong> An in-house serious game was developed to train pharmacy students in 21<sup>st</sup> century skills. Players work collaboratively in a “choose-your-own-adventure” format to find a cure for humankind in a post-apocalyptic fantasy world infested by zombies. Our objectives were to determine if the game would enhance student learning of 21<sup>st</sup> century skills in an engaging way, and whether the game could replace or supplement traditional teaching methods in the pharmacy professional skills training curriculum. <strong>Methods: </strong>A self-administered questionnaire obtained information about participants’ demographics, gaming interests, frequency, experiences and preferences; the game’s role in learning 21<sup>st</sup> century skills and its role in the curriculum. A pre- and post-quiz was conducted to test on participants’ pharmacy knowledge. Descriptive statistics, Friedman two-way ANOVA, Wilcoxon signed-rank test, and Mann-Whitney U test were used for analysis. <strong>Results:</strong> Participants preferred the three-dimensional first-person view, modern fantasy setting, authentic hero-adventure storyline, and the collaborative nature of gameplay. Majority felt that the game trained them on performing pharmaceutical calculations (27/30, 90.0%), patient history-taking and recommending appropriate medications (24/30, 80.0% each). Participants indicated that they learnt more about patient counselling (mean rank = 3.95) compared to the other 21<sup>st</sup> century skills, such as patient history-taking (mean rank = 3.02, <em>p</em> = 0.002), applying drug information from monographs (mean rank = 2.95, <em>p</em> = 0.003), pharmacotherapy of drugs (mean rank = 2.37, <em>p</em> < 0.001), and extemporaneous preparation skills (mean rank = 2.72, <em>p</em> = 0.001). Majority agreed that the game should not replace traditional methods of teaching in the curriculum (≥60.0%), but should supplement face-to-face counselling sessions (90.0%), extemporaneous/compounding labs (73.3%) and lectures (60.0%). <strong>Conclusion: </strong>Pharmacy students perceive that our game is able to train on 21<sup>st</sup> century skills, such as health communication (patient history taking and counselling) and performing pharmaceutical calculations. With appropriate implementation, this game has the potential to become a useful supplementary teaching tool to help enhance the learning achieved by pharmacy students.