The present study examined teachers' perceptions regarding the integration of digital game-based learning (DGBL) into their instruction at different stages of their career, in terms of: (a) inhibiting and encouraging factors (b) motivating factors. The research involved 28 elementary school teachers who were integrating DGBL into their instruction. The qualitative analysis of a semi-structured in-depth interview were based on grounded theory. The findings show that teachers at different career stages express different attitudes toward integrating DGBL. This finding is a common thread among all of the study's findings: the career stage is a differentiating variable in relation to the factors that hinder, encourage, and motivate them to integrate DGBL. Thus, the teachers' career stage revealed characteristic differences. The findings of the study have practical implications for teachers' professional development at the various career stages.