Since the concept of sustainability is linked to the problems of daily life, educational games are an important tool to teach this concept and to reveal perceptions about this concept. This study aims to determine science teachers' views on the concept of sustainable development through educational games. This study is a phenomenological study. The study group of this study consists of 37 science teachers. In the research, five semi-structured interview questions prepared by the researchers were used as data collection tool. When the results obtained from the research were examined, it was found that teachers associated the concept of sustainable development less with the words environment and next generation rather than other words. Teachers explained the main idea of the game around the themes of society, environment and economy. In addition, teachers stated that the game process affects them in terms of knowledge, attitudes and values, behavior about sustainable resources. Most of the teachers stated that they will play the game differently after they learn what the cards and resources in the game mean. Teachers mostly explained that they would try not to consume resources and would protect non-renewable resources. Finally, after the game, the teachers classified the countries in today's world into three categories as developed countries, developing countries and underdeveloped countries.