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This research aims to examine the opinions of primary education teachers in the private sector of Thessaloniki, regarding the integration of robotic systems in the educational process. In particular, it is addressed not only to teachers or kindergarten teachers, but also to teachers, who come from other disciplines, such as that of IT or the sciences of special education. It explores their views on the benefits and the supplies that educational robotics provides to children and the skills it helps them develop. Possible negative influences that may possibly be observed in the educational process are distinguished and some activities carried out are described and evaluated. Actions are commented and strong and weak points are highlighted, and a great emphasis is also placed on the influence of robotics activities on children with learning difficulties. Therefore, the research aims to highlight the necessity of including robotics in the school curriculum and in other institutions and areas of children’s daily life, as this will bring about an evolution in children’s values and attitudes, in the development of basic skills, in acquisition of values and the activity and easy involvement of children in the learning process. In order to explore the views of the teachers, the qualitative research approach was chosen and eight semi-structured interviews were collected, which were analyzed according to the steps of the research process and some conclusions were drawn. As concluded from the findings of the research, educational robotics is a resource for education, as it develops children’s computational thinking, facilitates the acquisition of 21st century skills and creates a more positive attitude towards involvement with sciences of physics and mathematics.