Gamification is a teaching strategy often praised for its effectiveness in the classroom. The problem was the lack of information regarding teachers' perceptions regarding gamification in high school Advanced Placement (AP) computer science courses. The purpose of this qualitative study was to explore the perceptions of computer science teachers using gamification as a strategy to improve instructional quality in a Maryland high school AP computer science course. The research questions for this study addressed a gap in the literature about the perceptions of teachers' thoughts on using gamification in AP computer science. The theoretical framework of this study was grounded in two fundamental theories: connectivism learning theory and gamified learning theory. Key research questions explored teacher perceptions regarding gamification in high school AP computer science and teacher perceptions regarding the effects of gamification on instructional quality in Maryland AP computer science lessons. Through a basic qualitative methodology, 15 teacher participants were surveyed. All participants were current AP computer science teachers. Qualitative survey responses were coded using a six-step thematic analysis framework. Results indicated participants' belief that gamification has the potential to enhance student engagement and inclusivity through effective integration of gamification in a curriculum, emphasizing the importance of professional development and flexible teaching strategies. Findings from this study may help determine best practices for implementing gamification in high school AP computer science classes so instructional quality is improved. [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.]