This study aims to explore EFL teachers’ perceptions in utilizing crossword puzzle games for vocabulary enrichment in English language teaching, particularly in the context of elementary education. The research was conducted at SDN 2 Bangunrejo, where students’ English proficiency is considered below average and digital game-based learning is rarely implemented. In response to this challenge, the study seeks to examine how crossword puzzle games can serve as an innovative, engaging, and student-centered approach to vocabulary instruction. This research employed a qualitative descriptive method, using interviews, classroom observations, and documentation to gather data. The participants were two EFL teachers who integrated crossword puzzle games into their vocabulary lessons. The findings revealed that both teachers held positive perceptions toward the use of crossword puzzles, recognizing them as effective tools to foster student engagement, critical thinking, and vocabulary retention. From a constructivist perspective, crossword puzzles were seen as learning tools that support active knowledge construction. Additionally, based on Clark and Peterson’s teacher decision-making theory, the study found that teachers’ internal beliefs and planning significantly influenced their instructional strategies. In conclusion, crossword puzzle games can be an effective and enjoyable method for teaching vocabulary, particularly when integrated thoughtfully and aligned with instructional goals. The study suggests that this approach has potential to enrich vocabulary learning and promote a more dynamic and interactive classroom environment.