This study explored gamification strategies in teaching vocabulary to elementary learners. Language learning was essential because it supports reading comprehension, communication, and academic performance. A qualitative research design was employed to understand teachers’ experiences in applying gamified approaches. The informants consisted of 10 elementary teachers from Kinilidan Elementary School, Sta. Maria East, Davao Occidental, were selected based on at least three years of teaching experience and English instruction. When the required number of informants was not met, teachers from nearby schools such as San Pedro, Malaygan, Leonila Limburan, Nardo, Buca Integrated, and Fred Maligon were included. The study aimed to identify gamification strategies used by teachers, their experiences in implementation, and their perceived effects on learners’ vocabulary acquisition. Data were collected through semi-structured, in-depth interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was used to organize data, identify patterns, and develop themes. Findings revealed that gamification strategies such as point systems, group activities, and game-based tasks increased learners’ engagement, motivation, and vocabulary retention. The study highlights the importance of teaching strategies in improving vocabulary learning in elementary education skills development.