Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers and one special educator participated. The play intervention included three children in need of special support. Data were collected through structured observations and group and individual interviews. The results show that the teachers acquired skills of implementing accrued play interventions in a preschool setting as well as increased interaction between children with special educational needs and other children. Play Time/ Social Time's structured approach seems to be appreciated by the teachers in this study; its practice contributed to teachers' professional development in supporting inclusion in their classroom and in joining a framework of collegial collaboration.