This study applied a qualitative approach to shed light on computer teachers' perception of video games and the barriers toward integrating these games into their teaching. The data were gathered through face-to-face interviews with 22 Saudi teachers from the Eastern Province of Saudi Arabia. The results show that teachers in Saudi schools hold a positive attitude toward adopting video games and they realize the importance of adopting new technologies; however, they do not use them for teaching purposes. As far as barriers to adopting video game are concerned, lack of facilitating conditions, low awareness of the potential for video games in learning, and the lack of video games that are suited to Saudi peculiarities and curricula are the most perceived barriers among teachers.