This paper explores the perceptions of elementary school teachers regarding the accessible educational game Planeta ODS, designed to engage both students and educators in classroom discussions about the United Nations Sustainable Development Goals (SDGs). Grounded in Brazil’s National Common Curricular Base (BNCC), which promotes equitable and inclusive education, the study adopts a qualitative case study methodology based on semi-structured interviews. To assess teachers’ emotional responses to the game, the Geneva Emotion Wheel (GEW) was employed, enabling deeper insights into the emotional and motivational impact of the game. Findings indicate that the game was positively received in terms of clarity, pedagogical relevance, and visual appeal, suggesting alignment with teachers’ expectations and curricular goals. The results reinforce the potential of inclusive game-based learning to support accessible education practices in public schools.