Empirical studies in CALL (computer-assisted language learning) have shown that various kinds of digital game-based tasks can result in positive language learning outcomes and increase learner motivation. Such findings have led to calls for greater uptake of digital game-based learning activities and gamified pedagogies in the context of formal learning environments such as foreign language classrooms at schools and universities. For these interventions to be implementable and sustainable, however, buy-in from a range of educational stakeholders will be necessary. It is therefore crucial to understand how not only learners but also language teachers, parents and school and university administrators view DGBLLT and related practices. This entry provides an overview of the current literature on the attitudes and beliefs of educational stakeholders in different parts of the world towards DGBLLT. While studies examining these questions are still few in number, the existing findings suggest that learners are by and large open to the integration of game-based pedagogies into classes. While parents and teachers may be less enthusiastic, they also appear to view game-based learning in a broadly positive light. By conducting further empirical research on the attitudes of learners, teachers, parents and administrators, by disseminating the positive research findings on the efficacy of DGBLLT and by introducing effective and engaging game-based practices into classrooms, CALL practitioners can further strengthen positive attitudes among all educational stakeholders towards these modes of learning.