This is a case study of innovative teaching that examined how 28 elementary school teachers in Israel perceived their implementation of digital game-based learning (DGBL) in their classrooms. The study involved teachers in Israel, who implement DGBL into their classroom teaching. Qualitative analysis of semistructured in-depth interviews with the participants identified two dimensions in the teachers' narratives: the style of DGBL adoption (traditional/innovative), and the extent of DGBL implementation (high/medium/low). Based on these dimensions, four types of teachers were defined: the innovator and trailblazer, the implementer, the effort maker, and the struggler. The research findings can serve as an essential tool to help managers and decision-makers design professional development programs and tailor DGBL use to the four types of teachers identified in the study. Furthermore, once identified, trailblazer teachers could be recruited to serve as agents of change.