The implementation and success of gamified instruction which has become a popular method for teaching English Language Teaching (ELT) depends on the personality characteristics of teachers. The study which used both qualitative and quantitative methods investigated how ELT teachers who are introverted or extroverted use gamified teaching methods in their classrooms. The study involved thirty in-service ELT teachers who completed a two-week professional development course on gamified ELT strategies after they were classified into introvert and extrovert groups based on their Eysenck Personality Questionnaire (EPQ) results. The researchers monitored their classroom activities for six weeks while they gathered data through different methods which included direct observation, tracking student engagement, and conducting interviews afterward. The analysis showed that extroverted teachers used gamified activities more often during their weekly teaching activities (M=4.2, SD=0.8) compared to introverted teachers who used them (M=2.9, SD=1.1), t(28)=3.87, p<.001, d=1.38. Extroverts also reported higher levels of personal enjoyment and perceived student engagement. Introverted teachers developed their lesson plans through more reflective methods which emphasized cognitive aspects of gamification instead of competitive elements. Extroverts chose to keep their social interactions while introverts wanted their structured gamification to meet specific language objectives. Teacher personality emerges as the key factor that determines whether people choose to implement gamification tools. The training programs should establish different learning paths which include extroverts' need for social interaction and introverts' need for structured learning to improve teaching practices.