Despite the widespread appeal of games among students, many teachers are reluctant to use them as teaching aids. The purpose of this preliminary investigation is to assess the attitudes of pre-service mathematics teachers towards the use of didactic games in classroom instruction and the extent to which they are considered competent in this regard. For this reason, 45 pre-service mathematics teachers answered a survey specially developed for this research. Data were analyzed using descriptive statistics, which calculated frequencies and percentages. According to the findings of this study, teachers have good attitudes toward the usage of games in their classrooms as well as their ability to use them. However, a tiny number of teachers had negative attitudes. This research will help establish professional development opportunities that are of higher and better quality by providing a thorough grasp of teachers' views.