Very few studies on game-based learning (GBL) have been conducted within the Caribbean; particularly, studies of a mixed-methods nature examining in-service K-12 STEM teachers' perspectives. This paper, which presents preliminary, in brief data results (full study forthcoming), addresses the aforementioned gap and explores the benefits of employing GBL as a teaching strategy in primary and secondary schools within the Bahamas where no research has been conducted in the area of GBL. This study utilizes a mixed-methods approach and is made of a quantitative questionnaire for teachers and interviews with teachers. Thirty-nine teachers completed the quantitative questionnaire and 29 teachers participated in the interview session. Teachers were drawn from the Bahamas' first National Science, Technology, Engineering, the Arts, and Mathematics (STEAM) GBL conference. Data findings from the teachers' completed questionnaire and interviews should begin to fill in the research gap as it relates to GBL in the Bahamas and the Caribbean.