This study explored teachers’ perspectives on instructional strategies using vocabulary games to support Grade Five English learners. Grounded in a qualitative phenomenological design, the research examined the lived experiences of teachers, their adaptive practices, and the insights gained in implementing game-based vocabulary instruction. Data were collected through semi-structured in-depth interviews and focus group discussions with Grade Five English teachers from public elementary schools in Davao City and analyzed using thematic analysis. Findings revealed that vocabulary games serve as an engaging instructional approach that enhances learner motivation, participation, and vocabulary retention. Teachers reported that integrating games promotes active learning, collaborative interaction, and contextualized language use, contributing to improved comprehension and communicative competence. However, several challenges were identified, including large class sizes, limited instructional time, insufficient resources, and varying learner proficiency levels. To address these constraints, teachers employed adaptive strategies such as differentiating game difficulty, utilizing low-resource materials, integrating short game segments, and linking game outcomes to academic tasks. The study further highlighted that vocabulary games function not only as instructional tools but also as formative assessment mechanisms that allow continuous monitoring of learners’ progress. Overall, the findings underscore the value of game-based learning in fostering an interactive and learner-centered classroom environment. The study recommends strengthened teacher training, provision of adequate resources, and institutional support to maximize the effectiveness of vocabulary games in English instruction.