The purpose of this transcendental phenomenological study was to understand the perceptions of teachers currently working with elementary-aged students held about gamification. Qualitative data on the perceptions of nine teachers working with students in grades 1-5 was collected through digital semi-structured interviews. The study was framed based on current literature relating to constructivism, flow theory, and the theory of gamified learning, resulting in three major themes. The major themes of engagement, teacher experiences, and social-emotional impact were uncovered based on the data. These themes indicated that gamification is viewed as engaging for students, but that providing student choice, judiciously incorporating competition, and attending to the gaming culture that may evolve are critical elements of its success. Additionally, findings indicated that incorporation of the Common Core State Standards, ease of use for the user and developer, consideration for student and teacher challenges with platforms, and consistent professional development would support the use of gamification with fidelity. Furthermore, the theme of social-emotional impact demonstrated that educators perceived gamification as a tool that could enhance student motivation and support behavior management in the classroom. These findings indicate that for successful implementation in elementary classrooms, educators require professional development to outline the process and potential benefits, address concerns, create buy-in. With the proper supports, educators would be more inclined to use gamification and understand the conceptual underpinnings. Further research is needed on student perceptions of gamification to understand how student beliefs about gamified lessons compare with that of teachers and to determine common threads. [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.]