Gamification in Foreign Language Learning is conceived as a new tool to establish activities in a non-traditional way. For this reason, teachers and teachers’ training are trying to implement gamification parameters to develop new materials. However, teachers, as player, can be influenced by the way they play to know how to manage a game. In this vein, this article is focused on the possible relationships between the self-perception of foreign language teachers and with respect to how they gamify learning activities. The analysis shows that, although teachers are considered themselves as gamers, they don’t use all the game resources available on their disposition.
