The present study explores playful strategies in education through a mixed methods approach to analyze if 21st-century teachers can use playful strategies in classes. A survey with 76 participants (teachers and trainees) and the analysis of written comments examined the prevalence, benefits, challenges, and implementations of playful strategies. Some findings are that acceptance varies based on individual teaching styles and school culture, and some educators may resist them as a departure from tradition. Challenges included alignment with content, maintaining focus, time and resource constraints, and subject suitability. Playful strategies hold promises for transforming education. Training and support can help teachers effectively integrate these strategies, while high-quality resources can streamline implementation. However, further research is urgently needed to explore their effectiveness across different contexts and learners and assess their long-term impacts on learning outcomes.