The number of children attending state-funded early childhood education (ECE) programs, centers, or school-based preschool programs has increased over the last two decades and continues to rise steadily. These ECE programs use play as the main learning tool for their young students. Research illustrates the many benefits of using play as a teaching and learning method for young students. Teachers' and administrators' beliefs about play and how teachers partake in their learners' play significantly impact student learning. The purpose of this study was to allow Pre-K teachers, Pre-K paraprofessionals, and administrators (principals and vice principals) to express their thoughts and perceptions about learning through play and to examine the roles Pre-Kindergarten teachers and administrators represent when participating in their students' play. In six semistructured interviews with classroom teachers, paraprofessionals, and administrators, stakeholders discussed their experiences with and thoughts on learning through play and their perceived roles in their students' play. The results indicate that Pre-K teachers, paraprofessionals, and administrators are unavailable to meaningfully involve themselves in their learners' play due to other job requirements. Other themes that developed were support, control, more play for all learners, lack of exposure, and preparation. [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.]