Using conversational analysis and Goffman's concept of frame, this study discusses how young boys build menaces in pretend frames within a classroom peer dispute by drawing upon the resources of the video game world and a verbally constructed fight. The analysis focuses on one episode that explains how the boys, in the absence of the teacher, adduce, share and change frames within the dispute, indicating that the pretend threats vary from other kinds of threats and extend the dispute sequence. Threats in the pretend frame are also possibilities to introduce activities outside school into the classroom.