Studies into early mathematics education have reported that play, and active exploration, provide promising settings for early mathematics education (Ginsburg, 2006) as the early years is a time to engage children in a range of mathematical ideas to develop their mathematical capability (MacDonald, 2018). More recently, the Australian Association of Mathematics Teachers (2023) stated that, "Young children see the world through a mathematical lens and explore a range of mathematical ideas through their play, everyday experiences, and interactions with others" (p. 2). This article presents stories of practice about how a group of teachers and leaders engaged young children in mathematical play experiences to develop productive mathematical talk and capabilities beyond intended curriculum outcomes.