This study explored the use of gamification when teaching Greek as a L2. It examined how Greek teachers in different schools in Cyprus use gamification and if it affects their students in learning. It explored their perceptions of the effects on student motivation and engagement. The study was of qualitative approach and semi-structured interviews were used to gather data concerning L2 teachers of Greek's use of gamification to teach Greek, what training they have received in the integration of gamification into their teaching, and what barriers they face in the implementation of gamification in their teaching. Interviews were recorded speech to text to facilitate the transcription. The teachers were from different Private and Public Schools of Cyprus. The study reviewed the relevant literature, designed the interview questions from criteria that arose from the literature, got IRB approval, recruited the participants, conducted the interviews, and reported the data. The analysis of data involved qualitative data analysis techniques which employed coding, identifying themes, and interpreting results. The first and strongest theme was the use of games and gamification for reinforcement and consolidation of grammar concepts through the integration of gamification. The second strongest theme was the need for a comprehensive database of games for different levels and grammar topics. Despite the potential benefits of gamification, the interviewed teachers identified several challenges and obstacles in implementing it in their classrooms. Theme four focused on the use of technology-based games for motivation and engagement. Results suggested that developing a comprehensive library of digital games for teaching Greek is necessary. Furthermore, comprehensive professional development and training for L2 teachers on gamification should be provided. In addition, improving technological infrastructure and access to digital resources is of great significance as well as fostering collaboration between language educators, game developers, and researchers. Finally, promoting a balanced approach to integrating gamification with other language learning activities should be a priority. These findings might help make inspectors in the Ministry of Cyprus realize the importance of the use of gamification in the L2 Greek Classroom and create training workshops to incorporate gamification into the teaching of languages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]