This study surveyed 98 teachers of 4-year-olds about dramatic play in their classrooms and about their attitudes and practices about rough-and-tumble play. Gender differences emerged in the nature of dramatic play reported and in the ways in which teachers interacted with children engaged in different forms of dramatic play. Teachers also reported their coursework in early childhood education as the greatest influence on their beliefs and attitudes about rough-and-tumble play. The findings have implications for curriculum planning, school behavior policies, and teacher education programs. (Contains 3 tables and 5 figures.)