History themed strategy games provide the players in a way with the opportunity of re-building the history within the limits of the game. The players start these games which base their scenario to real history at a certain date and target to win the game by trying to develop the civilization or the state of their own choice in a chronological process. This ensures that the players come across a number of historical subjects and form an opinion about the functioning of history. Civilization VI is one of those games that provide such opportunities. This research attempts to understand the role of the Civilisation VI, a history-themed strategy (or grand strategy) game, in developing players' historical thinking skills, historical comprehension, chronology, and historical analysis-interpretation skills. The game was experienced by twenty students/players aged between fifteen and eighteen at irregular intervals. In this research, which is carried out by using the "action research" model, which is one of the qualitative research patterns, the behaviors of the players were observed during the implementation process, and learning outcomes were tried to be obtained by giving the worksheets at certain intervals. At the end of the implementation, interviews were held in order to try to understand the actions of the players and the reasons behind these actions. These evaluations were made with the focus of historical thinking skills. The data obtained were analyzed by descriptive and content analysis method. In this context, at the end of the research, the significant sides of the Civilization VI game supporting the mentioned historical thinking skills are presented to the reader.