At a time marked by the increasing use of technology in education, the study presented in this paper explores and compares teachers' and children's views on the use of digital games in class. A case study is presented in a primary school setting where tablets have been fully integrated into the EFL classroom. A mixed-method approach was used to collect and analyse data from teachers and students through interviews and questionnaires. Findings are presented which compare and contrast student and teacher views on: important elements to take into account when teaching/learning English; student behaviour; affective states; and the effects of digital games on learning. Contrasting perceived positive and negative effects of using digital games, the findings support claims that more work is needed to incorporate new technologies within classroom practice in ways which foster learner-centred models and facilitate the learning and well-being of all students.