Any technology-enhanced innovation has to take into serious consideration teachers’ views and attitudes. There seems to be limited information on the teachers’ acceptance of Augmented Reality Escape Classroom Games and their potential pedagogical value. For this reason, the present study examines the perspectives of ten in-service English language teachers on the use of an Augmented Reality Escape Classroom Game for teaching English as a Foreign Language. The study uses qualitative research methods i.e. questionnaires and interviews as the main data collection instrument. Results indicate that the breakout game can be a valuable pedagogical tool for effective language learning. Teachers further reported their willingness to include escape rooms in their future practices provided they receive adequate training and compatible mobile devices. In this vein, more systematic programs for professional growth are proposed to stimulate the design and implementation of further teacher-led innovations