The purpose of this qualitative study was to gain understanding of how Midwestern kindergarten teachers use developmentally appropriate play-based practices to support the standards in their classrooms. Five participants were selected based on meeting the criteria of being a kindergarten teacher in a Midwestern school district who incorporates play in learning daily. A multiple case study approach was used to investigate the participants and their experiences in their classrooms while incorporating play. The research study focused on the collection of triangulated qualitative data collected through interviews, observations, documents, and artifacts. Four key themes emerged from the data analysis: 1) Play as developmentally appropriate is a belief, 2) Management of the kindergarten classroom is complex, 3) Expectations are high, and 4) Elements of developmentally appropriate play-based practices. Participants provided information and strategies used to meet the academic kindergarten standards using developmentally appropriate play-based practices. [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.]