The problem addressed by this study is an increasing deficit in unstructured play in education due to the intensification of academics in younger grades, leading to immature social-emotional skills. The purpose of this qualitative case study was to examine teacher perceptions of benefits of unstructured classroom play on the impulse control of first through third graders at suburban public schools in the United States. This study was based on the framework documenting the play deficit in childhood today and the corresponding rise in problematic behaviors in childhood. Research has noted a connection between unstructured play and social-emotional development, specifically impulse control. Data were collected via semi-structured interviews from a purposive sample of 10 first, second, and third grade teachers in the United States. Thematic analysis of the data led to the development of five themes: (a) students have a wide range of social-emotional skills which must be addressed by teachers, (b) play provides an authentic context for students to practice social skills, including impulse control, (c) COVID has had a detrimental effect on social-emotional development, (d) play should be scheduled into the school day, and (e) unclear district and administrative regulations can make it difficult to allow time for play in the school day. The outcomes of this study indicated that teachers believe play belongs in the classroom and is beneficial to student social-emotional development. This study can serve to encourage the inclusion of unstructured play in the elementary classroom to foster the development of social skills and impulse control in students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]