The primary purpose of this study is to explore how gamification pedagogy can enhance learning outcomes and engagement among students in public elementary schools. By delving into the integration of gamification within the classroom, this research aims to uncover its practical implications, challenges, and transformative potential for education. This study employs a qualitative research approach to explore the experiences and perspectives of elementary school teachers regarding the use of gamification as a pedagogical tool. A total of twelve (12) participants are considered in this study, split between in-depth interviews (IDIs) and focused group discussions (FGDs). Six (6) participants will engage in IDIs, allowing for a deep exploration of individual experiences, perspectives, and personal reflections on gamification. these findings suggest that while game-based learning holds significant promise for enhancing student engagement and learning outcomes, its successful integration depends on careful planning, flexible design, and alignment with curriculum objectives. Further research in these areas will provide critical insights into how gamification can be optimized to benefit both teachers and students in diverse educational settings.