The digital gaming industry is experiencing rapid growth and presents significant potential for implementation in educational contexts. Despite a significant body of literature on Digital Game-Based Language Learning (DGBL), the focus has primarily been on students as game players rather than on teacher candidates as future educators. This study aimed to examine the attitudes and knowledge of 205 teacher candidates from Poland (n = 79) and Spain (n = 126) regarding digital games’ potential for foreign language learning. Convenience sampling was used, and a mixed-method approach was taken to collect quantitative and qualitative data via pre-post surveys, digital game presentations, and class discussions. Participants undertook various DGBL activities and were grouped into teams to choose games for language learning, create infographics, and share their insights in a collaborative learning environment. Statistical analysis indicated differences in the first-time technology access and gameplay frequency between the Polish and Spanish cohorts. The Wilcoxon-signed rank test revealed a significant difference (p ≤ 0.05) in two of the five scale dimensions: usefulness (U) and preference for digital games (PDG). The findings suggest that while teacher candidates hold a positive view of DGBL’s potential, they lack practical knowledge of its implementation in the language classroom.