The aim of this study is to examine the extent to which the basic motivation resources of university students playing digital games affect their self-perceived leadership behaviors. In the research conducted with 269 students from Süleyman Demirel University, a mixed-method approach was employed; quantitative data were collected via surveys, while qualitative data were obtained through open-ended questions. The findings indicate that the power and achievement motivation levels of digital gamers are significantly higher compared to non-gamers. Path analysis results revealed that affiliation motivation is the most significant predictor of participative and principled leadership perceptions. Furthermore, it was determined that power and achievement motivations positively influence self-confident leadership self-perception; affiliation motivation positively affects principled and participative leadership self-perceptions; and thinking motivation positively impacts decisive leadership perception. Additionally, the study observed that digital games are utilized as a domain for self-validation and progression by those with high achievement motivation; for dominance and control by those with high power motivation; for socialization and sharing by those with high affiliation motivation; and for mental focus by those with high thinking motivation.