eSport and learning are two areas that are not necessarily associated with one another, and there is only a very limited amount of information or research presenting the learning potential of eSport. However, a great deal of research concludes that other computer games used in secondary schools hold a great learning potential. Therefore, the object of the study is to investigate eSport as a learning arena for the 4 Cs (collaboration, creativity, critical thinking, communication) in 21st century learning. The thesis examines eSport through the perspective of phenomenology; focus groups and observations are used to collect data. The thesis compares data from both eSport gamers and a control group of ordinary secondary school students. Data is analyzed using Nvivo and the analysis is inspired by Grounded Theory. The thesis concludes that eSport can be an enhancing learning arena for the 4 Cs. It shows that gamers use the 4 C competencies more actively than regular secondary school students. It also reveals that eSport gamers have a growth mindset in comparison to the control group. Nevertheless, the research demonstrates that transfer from gaming to schoolwork is limited. On this basis, the thesis recommends that more effort should be put into the development of meta-learning awareness among students