The objective of the study was to analyze the perceptions of students enrolled in the Physical Education Pedagogy program at Chilean universities regarding the use of gamification in initial teacher training. The research used a qualitative interpretative approach. The sample included 51 men and 13 women, totaling 64 Physical Education Pedagogy students from three private universities located in Santiago, in the Metropolitan Region, Chile. A five-question questionnaire was applied; the instrument was validated through expert judgment. For the analysis, five categories were established a priori: Conceptualization of Gamification; Benefits; Disadvantages; Limitations of Gamification in Physical Education; and Effects of the Incorporation of Gamification in the Discipline. Based on the students’ responses, it can be observed that their understanding of the concept of gamification ranges from a lack of knowledge to an emerging recognition of it as an educational strategy, which presents benefits such as motivation, active participation, and meaningful learning.