The pendulum is shifting from teacher-directed approaches in childhood education towards child-directed learning where developmentally appropriate practices (DAP) inform curriculum and instruction. This study explored the perspectives of teachers and administrators towards the supports and barriers of DAP and play in Transitional Kindergarten (TK) programs. Results show the divergence in teachers' and administrators' perspectives on DAP and play-based strategies. Recommendations to promote DAP and play-based strategies into curriculum and instruction are presented.