The purpose of this mixed-methods study was to examine the beliefs of physical education teachers regarding the value of exergames and the association between exergames and physical literacy. This study employed a sequential two-phase data collection process. The first phase of this study collected quantitative data through an online survey distributed to physical education teachers currently working in the Mid-Atlantic portion of the United States. One-hundred ninety-one physical education teachers completed the online survey. The second phase of this study consisted of collecting qualitative data through four focus groups. Twenty-two physical education teachers participated in the semi-structured focus groups, which consisted of six open-ended questions and one follow-up question. Data analysis of the online survey results and focus group transcriptions suggested that physical education teachers perceived many uses for exergames to positively impact students and that exergames have the potential to assist with the development of physical literacy. Several themes emerged regarding the perceptions of exergames in developing physical literacy: motivating students to be physically active, connecting physical activity with students' interests, and exposing students to a variety of physical activities. These emergent themes were considered in relation to the study participants' existing perceptions concerning exergames and physical literacy. In addition, the implications of the study's results were considered, and suggestions were shared for integrating exergames into the physical education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]