The game is the most appropriate learning method for children in pre-school period. In this research, as it is intended to determine the opinions and recommendations of preschool teachers working with children aged between 36-60 months about educational games and their use in learning environment, structured interview technique of qualitative research approach has been used. The data were obtained from written information and interview forms prepared by researchers. The participants have indicated that they believe that the games should be used as a teaching tool in pre-school education environment and family and environment are the two most important factors supporting the game development of a child. The teachers stating that the inclusive students are affirmatively influenced by the peers and adults taking them as a role model pointed out that they do not have any knowledge about the fields of behavioral management, classroom management, and training of language development and social skills for children with special needs so as to include these children into game. Even though they wanted to integrate inclusive students into game depending on their knowledge requirement, they have stated that they cannot intervene efficiently in classroom and behavior management as they integrate the children into game process. Therefore they have indicated that they often restructure the game themselves and integrate the inclusive student into his or her friends’ game through the intervention of an adult. Consequently, in-service training courses intended for planning, practicing and evaluation skills for developing pre-school teachers’ proficiency of game teaching should be arranged and workshops on that topics should be implemented.Key words: Game, Pre-school education, Pre-school teachers, Inclusion