A study investigated the styles teachers exhibit while interacting with children in literacy-enriched play settings, whether teachers switch between several different styles, and how different play interaction styles affect children's play behaviors. Subjects, seven 4-year-olds enrolled in a university laboratory preschool class, a lead teacher, two regular teachers, and a teacher assistant, were videotaped interacting on two occasions for a total of two hours of video per teacher. Composition of the play group was determined by the lead teacher to ensure that the group was diverse, cooperative, and cohesive. Teachers interacted with the children in their normal manner. Each teacher was also interviewed. Results indicated that (1) the "stage manager,""co-player," and "play leader" styles had a positive impact on children's oral language and the quality of their dramatizations; (2) with this particular group, the play leader style was the most effective for both dramatic and literacy play; (3) children did not sustain dramatic play when the teacher was uninvolved; and (4) when the teacher assumed the "director" role, the children's dramatic play became simple and repetitive. Findings suggest that teacher involvement can enhance children's pretend play, but that the teacher's play style is the critical variable. (Contains 3 figures of data and 16 references.) (RS)