Technological advances have allowed bring robotics as learning tool to multiple environments, ordinary school and after school. This article presents the perceptions of 127 teachers who teach Educational Robotics (ER) in Latin America and Spain to pre-university level. The studied dimensions were: the profile of the teachers, technological resources, learning activities, environmental characteristics and learning outcomes. The analysis suggests that learning outcomes in ER activities are related to attributes of the learning environment and the pedagogical approach.