Five-year-old children in two socioeconomic school settings were observed in Guatemala City. Their parents and teachers were surveyed about perceptions of learning through play. The difference between the actual classroom experience for Guatemalan kindergartners and the perceptions about what should be their experience, according to their parents and teachers, is presented thematically in this article. The three themes are pedagogy and environment, benefits of play, and image of childhood. The conclusion discusses reasons for the differences between the survey and observational data in the two socioeconomic school settings, as well as the rich opportunities in Guatemala for professional development leading to curriculum change. (Contains 4 tables.)