Learner-centeredness is a consistent theme in the field of education. Yet, the perspectives of young learners are still barely considered. Lightbown and Spada (2013) have pointed out that even though young children have not developed cognitive maturity and the metalinguistic awareness of adolescents or adults, they learn a language without any stress or anxiety. They have the freedom to speak, be silent, pause, and make mistakes when producing the language. It is extremely important, therefore, for teachers to consider presenting relaxing learning contexts and environments for young language learners. This paper reports the positive affective outcomes that have been found in a play-based language learning (PLL) classroom and young EFL learners' opinions of play-based English language learning. The participants were third graders that took part in PLL activities for 15 weeks. Qualitative data were gathered from observations to shed light on the participants' positive affective outcomes and interviews in order to investigate their opinions toward PLL activities. These young language learners' voices and reflections on the PLL activities provide a unique perspective on the usefulness of play activities integrated into young learners' classroom language learning.