Play is considered an important activity of the early childhood years. Research supports the contribution of play to children's development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually by standardized tests. As a result, current preservice teachers are likely to see fewer examples of appropriate time and support for play in their field placements in early childhood settings. The purpose of this study was to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. This qualitative study includes multiple forms of data collection, including two forms of reflective writings and group discussions. After the workshop, preservice teachers made a greater number of references to play in their defense of developmentally appropriate practice, and the nature of their references to play increased in their focus on play process and on teacher roles in children's play, as compared to prior to the lab. The results of this study of an experiential play intervention support its potential as a means of probing, documenting, and enriching students' understanding of the importance of providing for and supporting play in classrooms for young children.