Our aim in this study is to examine the gaming habits and game preferences of university students/pre-service teachers. Teachers’ confidence to use and attitudes towards technology, and their experience with digital games seem to be some of the most critical factors determining the use of digital games in the classroom. Furthermore, personal game preferences are important factors for motivation and engagement in game play and the educational effectiveness of games. By examining the gaming experience and preferences of future teachers, we can better design relevant courses and curricula for supporting student teachers and prepare them to use game-based learning and teaching in their future classrooms. Data were collected through an online survey. Our sample (N= 274) includes students from different universities, different university departments, and different academic years of study. This allows us to gain a more holistic view of the topic, based on the perceptions of student teachers from different disciplines and backgrounds. Trying to address the complexity of game classification for identifying preferences, a typology of games based on two main axes is proposed: a) the format of the game, the mechanics, and gameplay (eg simulation, action, strategy, puzzle, role-playing) and b) the content of the game and the narrative context (eg story oriented, fantasy world, sports, science fiction). We mapped the participants’ preferences based on this typology. We further collected and analysed data on their game-playing frequency and preferred gaming device. Their intention to use games in their classrooms, and their perceptions on the educational value of digital games were further examined. Findings suggest that perceptions on the learning potential of games are linked to their intention to use them in the classroom; also, players who prefer games such as role-playing, open world and exploration, set in a fantasy or science fiction world, assessed the learning potential of games and their intention to use them in the classroom higher. The findings allows us to gain a better insight on current trends in attitudes, experiences, and preferences of student teachers in various disciplines, as well as to identify possible ways to support them in their studies.