The aim of this study was to examine pre-service teachers’ perceptions regarding the advantages of Location-Based Games (LBGs) and the factors affecting their use in teaching and learning. Data was collected using open-ended questions answered by 251 pre-service teachers who had previously designed and developed their own LBGs. The results indicated that pre-service teachers believe LBGs have specific learning benefits, in so far as they increase students’ motivation, and improve their orientation, collaboration, and problem-solving skills. Moreover, they believe these games hold unique affordances such as giving students the ability to interact with the real environment and to combine both the digital and real world. Finally, they provide opportunities for exercise and physical activity. However, findings also reveal that pre-service teachers believe that a number of factors will hinder the use of LBGs in education. Some examples include student safety, teachers’ lack of time, and the lack of digital infrastructure in schools. These results have various implications for the use of LBGs in education.