The study values teachers’ voice and acknowledges the importance of cultural games in classroom settings. Consequently, one-on-one in-depth informal conversational interviews (IDCIs) were used to probe 10 (seven users and three non-users of games) teachers’ experiences on the value of common and cultural games in the mathematics classroom. Of the 10 participants (8 male, 2 females), six were teaching in urban centers and four in rural areas. The seven participants who used games were selected to include experiences from rural and urban locations, the variety of known and played games and the class level taught. This was to widen the window of values at different communities and class levels. Six of the seven game-users integrated both cultural and common games in their classrooms, while one used only common games. For the “non-users” interview group, three participants were also selected to include rural and urban locations and their experience with a variety of known and played games. Throughout the interviews, participants shared their memories regarding the use of games during their education and professional practice.