Background: A recurrent theme posited by academics is the lack of widespread utilization of Teaching Games for Understanding (TGfU) by physical education (PE) teachers in schools, particularly in the form it was initially described. Using TGfU in practice is challenging for many teachers impacting its adoption. Purpose: The objective of this study was to investigate which features of the TGfU model primary and secondary school physical education (PE) teachers in Central Spain perceive they have incorporated into their games teaching practice. Participants: 199 PE teachers from Central Spain (52 females, 147 males) participated in this study (Mage = 40.16 years ± 8.26). 64.8% (n = 129) and 35.2% (n = 70) worked in primary (PS) and secondary schools (SS), respectively. Research design: A survey research design was used. Teachers completed an online survey to identify specific features of TGfU they perceived they used in their PE games teaching practice. Data analysis: Descriptive analyses of the survey data were conducted, alongside interpretative analyses using MANOVA and logistic regression. Findings: Central Spanish PE teachers reported not using the 'full version' of the TGfU model. The teachers believed using five of the six main features of TGfU worked best to achieve student learning in their current teaching context: (a) games as a pedagogical method, which promotes interaction between the teaching of technical skills and tactical awareness; (b) game modification; (c) questioning; (d) organization of lessons, units and the broader curriculum using tactical complexity; and, (e) use of thematic approach to games teaching. Results from logistic regression analyses indicated that the strongest predictors of whether Central Spanish PE teachers were likely to be teaching games in PE through TGfU were their use of tactical complexity as a way to organize their curriculum content progressions and the use of questioning. Finally, SS teachers incorporated the key features of TGfU into their games teaching practice more than PS teachers. Conclusions: Results of this study highlight the notion that Central Spanish PE teachers perceive the utility and quality of key features of TGfU differently, resulting in various pragmatic forms of TGfU in school PE.