Children with special needs may have less access to play due to the nature of their developmental delay or disability or their lack of experience with typically developing peers. Many preschools and kindergartens have reduced play in their daily schedules and elementary schools have reduced or eliminated recess (Jarrett et al., 2015; Zigler & Bishop-Josef, 2006). The current focus on state standards, push-down curricula, academic rigor, and accountability further leaves teachers wondering how to do it all (Mraz et al., 2016; Riley-Ayers & Figueras-Daniel, 2019). Consequently, we are facing a disappearance of play (Bodrova & Leong, 2003; Rentzou et al., 2019). Early childhood educators are responsible to ensure that all children have access to play opportunities and can fully participate in child-directed free play and play-based curriculum experiences. Children with special needs may require additional supports for access and full participation (Division for Early Childhood, 2014, 2016). The authors describe the role of the teacher in child-directed play, the role of the teacher in guided play, and recapturing play through advocacy. The authors hope their suggestions will serve as inspiration for teachers' work with young children.