Games have been used in educational fields for a long time, especially in language learning and teaching. Teachers have been using different kinds of games in language classrooms in all levels to motivate learners and foster language learning. Technological developments and the integration of these developments into educational environments have shifted the scope from traditional to a broader aspect. This trend has brought about many changes in the production and usage of the games. Teachers have faced with a relatively new term; educational digital games. Thus, teachers' perceptions on the advantages and disadvantages of integrating educational digital games in language classrooms have become crucial. This study aimed at investigating the perceptions of Turkish primary school EFL teachers on digital games. The scope was to find out their attitudes, knowledge and challenges about digital games. An online survey was used to collect quantitative and qualitative data. A semi-structured interview session was conducted to broaden the scope of understanding the 146 teachers' point of view on digital games. The findings showed that the teachers, despite a few exceptions, were not aware of digital games. They believed that games should be used to reinforce teaching & learning content, yet they did favour the integration of digital games into curriculum due to curriculum constraints.