Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching practice and what kind of education they need. This study adds to existing knowledge by conducting a survey among 38 in-service mathematics teachers. The findings show that teachers' use of DGBL is mostly limited to planning pedagogical activity and offer insight into teachers' preferences for the form and content of education.