The purposes of this study are (1) to identify the relationship between play and achievement in preschool and kindergarten students and (2) to compare academic skill mastery levels between two types of school groups: play curriculum and direct teacher instruction. A total of 48 preschool and kindergarten students, half enrolled in a curriculum that stressed learning through play activities and half in a curriculum that stressed learning through direct teacher instruction, were pretested and posttested on a number of academic readiness skills using the Brigance Diagnostic Inventory of Basic Skills. Out of 14 skill sections tested, the preschool play group scored additional gains over the direct instruction group in 13 skill sections. Of 16 skill sections tested, the kindergarten play group scored additional gains over the direct instruction group in 11 skill sections. It is suggested that in order for heightened academic learning to take place, the inclusion of play in early childhood programs seems to be necessary. (Author/MP)