This research was conducted aiming at examining the educational game management self-sufficiency levels of the physical education and sports teachers and primary school teachers in terms of certain variables. The general survey method was used in the study. The sample group of the study was comprised of 314 teachers (159 primary school teachers, 155 physical education and sports teachers) working in the Van city center. The ‘Educative Game Management Self-Sufficiency Scale’ developed by Altınkök and Yılmaz (2018) was used in the data collection. Since the data did not demonstrate a normal distribution in the analysis through the Kolmagorov-Smirnov and Shapiro-Wilk tests, the Mann Whitney-U test was employed for the paired comparisons and the Kruskal Wallis test was conducted for the triple comparisons. According to the findings, it was determined that there was statistically significant difference in the general average and planning sub-dimensions concerning the age, branch, working level, and the preferred game location variables; however, it was also determined that there was statistically no significant difference concerning the implementation and evaluation sub-dimensions. Similarly, it was determined that there was statistically no significant difference in the general average, planning, and evaluation sub-dimensions concerning the gender, working experience, existence of a sports hall, and game preferences variables; however, there was a statistically significant difference in the implementation subdimension. As per the post-game self-evaluation variable, there was a statistical significance in the general average and three sub-dimensions. As the conclusion, it was determined that there were deficiencies in the planning, implementation, and evaluation stages in game management self-sufficiency levels of the physical education and sports teachers and primary school teachers; it was also determined that the physical education and sports teachers had more deficiencies compared to the primary school teachers. In this context, it can be suggested that the developments of teachers can be supported through the in-service trainings.