Black and white middle class preschool children were compared on the frequency with which they engaged in functional, constructive, and dramatic cognitive play across interactive and noninteractive social play situations. Results of analyses yielded no significant racial differences on the cognitive play types across interactive and noninteractive situations. Significant situational differences were found for constructive and dramatic play, but not for functional play. Further, no significant race x situation interaction was found. It was concluded that findings indicated that the social situation, rather than ethnic membership, influenced the type of cognitive play in which children engaged. Implications for research, education, and policy are discussed. (Author/RH)