A practicum project was designed to retrain preschool personnel on the importance of indoor play and on their role during play sessions. Workshops and training sessions were developed to examine the physical environment of the classroom, discuss play theories, and review skills that children can develop during play sessions. Pre- and posttests, along with classroom observations of teachers and children, revealed that most teachers who participated in the intervention changed their views and practices regarding indoor play. Teachers became both more aware of the role of play in helping children develop physical, emotional, cognitive, and social skills, and more involved in the children's play to promote these skills. Rooms were rearranged to allow for freedom of movement in and around newly created theme centers. The children became more focused on their role-playing, more verbal with their peers, and more involved in imaginative situations. (Six appendixes provide samples of pre- and posttest surveys and classroom observation forms.) (MDM)