This study adopted a qualitative approach and analysed interviews from seven parents with children enrolled in nursery and kindergarten in Ghana. The interviews examined parents' descriptions of play and learning and how they perceive the value of play in children's learning. The findings revealed that the parents generally have doubts about the ability of play in bringing forth learning in the classroom. In general, they hold a narrow view of play as a break activity and a reward for learning, as well as viewing play and learning as mutually exclusive. The findings are discussed from a social and cultural perspective, drawing a picture of the ethno-theories about child development and the meanings of play and learning in Ghana.