The aim of the study was to investigate how teachers were using instructional games asrnactive learning strategy in three selected second cycle elementary schools in AddisrnAbaba. To put this into effect descriptive survey research method was employed.rnAccordingly a total of 219 respondents participated as source of data. 172 students, 42rnteachers and 5 principals were selected from the three schools. The data were drawnrnfrom questionnaire, classroom observation, and interview. The data gathered throughrnquestionnaire were analyzed using percentages. Oescriptive narratives were used forrnthe qualitative data which was gathered through open ended questions, interview andrnclassroom observation.rnThe study has found out a number of factors that can reveal the state of utilization ofrninstructional games in the schools under study. One among these was the frequencyrngames were applied as active learning strategy was found to be low. In addition to therninfrequent use of game teachers ' application was found to be of low quality. Furtherrnmore, less experienced teachers were found in a better position regarding application ofrninstructional games. This was mainly attributed to insufficient training of teachers, largernclass size and the time consuming nature of instructional games. The result of the studyrnhas also showed that teachers use games as motivators with high emphasis given torncompetitive types of games. In addition, teachers' perception of games as teaching toolsrnbeyond motivation was found to be unsatisfactory. However, the study revealed thatrnteachers and students have positive attitude towards instructional games.rnBased on the findings and the conclusions drawn, related recommendations regardingrnimprovement of application of games as active learning strategy were forwarded. Thernmajor one is related to teacher training. As teachers teach the way they are taught, thernteacher training program should be geared towards this need.