Educational games are included in student-centered practices in the contemporary education system, which are suitable for the purpose of raising students who know themselves and love to research and learn. Educational games enable children to develop their cognitive, social and psycho-motor skills by being inspired by activities that are different from traditional learning environments and that they love to do in their daily lives. As well as being instructive, it is important that the learning activities to be developed are interesting and entertaining. Teachers who design and implement the activities also play an important role at this point. The aim of this study is to examine the attitudes of classroom teachers towards educational game according to the variables of gender, place of work, professional year, and the grade they teach. For this purpose, the research was carried out according to the descriptive survey model, which is one of the quantitative research methods. The study group consists of 307 primary-school teachers working in Erdemli district of Mersin province in the spring term of the 2020-2021 academic year. The Personal Information Form developed by the researchers and the "Attitude Scale of Basic Education Teachers towards Educational Games" designed by Altuner-Çoban, Bozkurt and Kan (2019) were used in order to determine the attitudes of the participants towards educational games, Statistical analysis package program was used in the analysis of the data and data analysis was carried out by using the appropriate techniques for the data set. As a result of the research, it was determined that primary-school teachers generally have a positive attitude towards educational games. While there was no difference in the variables of gender, professional year and working region, there was a difference in the grade level variable. It has been concluded that teachers who teach lower class groups have a more positive attitude towards educational games.