The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their students with a disability could not fully participate in their school or community's playground offerings, (b) discussed the need for a peer buddy program on the school or community playground setting, and (c) dreamed of a fully inclusive playground that meets the needs of "all" students with and without disabilities. Implications of these findings for playground developers and special education professionals are discussed in terms of universal design facilities and a need to also include social-emotional intervention.