This study aimed to uncover kindergarten teachers' experiences and viewpoints concerning the challenge of integrating sufficient play into their classrooms amidst academic demands. This approach explored kindergarten teachers' experiences and perspectives to understand the complex dynamics between play and academics in early childhood education. This research adopted a qualitative method focused on exploring firsthand experiences and viewpoints. Rather than formulating a hypothesis, this study explored the lived experience of kindergarten teachers. This approach examined these teachers' perspectives through questionnaires, in-depth interviews, and a focus group of kindergarten teachers with varying years of teaching experience. The sample for the study consisted of sixteen kindergarten teachers from a rural southern school district. Nine teachers completed the questionnaires, while four participated in one-on-one interviews, and a focus group consisting of three kindergarten teachers was conducted. Even though teachers believe play is crucial to a child's overall development, they struggle to incorporate it into their daily schedule due to academic demands. This study shows that incorporating play into the kindergarten classroom is out of the teachers control but can change with policymakers. [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.]