Game-based learning has become a common teaching strategy in higher education due to the teaching benefits it has been shown to provide. The identification of the player profiles of the agents involved is an interesting line of research because it provides keys for the design of gamified situations. In this work, a quantitative investigation is carried out on the player profiles of a population of 318 Latin American university professors from different areas of knowledge. Specifically, their player profiles and the player profiles that they believe are most favorable for student learning are described, and gaps are identified according to the participants’ area of knowledge. As a result, it has been found that the Explorer player profile is the most abundant, although there is a proportion of Explorers who prefer other player profiles as better for learning and the results vary depending on whether the teacher is a specialist in scientific-technical or humanistic areas social. Finally, some implications have been drawn from the results obtained.