Background: Although there is some reported success in using gamification to improving engagement, others have critiqued that these video game like strategies are a mere "repackaging" of established classroom strategies. Many experiments with gamification, however, have only focused on those features that emphasize extrinsic rewards while other elements that could facilitate intrinsic motivation have largely been ignored. It also remains unclear as to which strategies K-12 teachers already implement and find effective. Purpose: The purpose of the study is to compare and examine what factors determine how teachers rank gamification strategies and traditional classroom strategies to motivate behavior. Population: A total of 129 elementary, middle and high school teachers completed an online survey asking them to select what gamification strategies they used and to rank how motivating they believed those gamification strategies were for students. Key findings: Elementary school teachers valued select strategies that emphasized affirmations of performance, peers, and differentiated lessons, which align with self-determination theory or intrinsic motivation. Novice teachers appeared to place more value on rewards and less value on feedback. Overall, teachers who endorsed intrinsic or extrinsic motivation highly ranked select strategies that were similar to those motivational styles. Conclusion: Traditional and gamification strategies may look different but, based on teacher views, certain strategies may be seen as supporting similar psychological needs depending on implementation. Some gamification strategies may be easier to implement in a school setting over others and/or may be more favored because they are familiar to teachers. [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.]