The aim of this research is to determine the effect of play perception on play and physical activities lessons on sensory and behavioral attitudes in the context of the mediating effect of cognitive attitude. In this regard, a hypothetical model was proposed by examining the relationships between the relevant sub-dimensions in line with the literature review. A total of 310 teacher candidates studying in the classroom school teaching department in the 2020-2021 academic year participated in the research. The study group was chosen randomly based on the voluntariness of the participants. In order to collect the relevant data in the research, two measurement tools were used in the data collection process; Play Perception Scale developed by Günes et al. (2020) and "Attitude Scale towards Play and Physical Activities Lesson" developed by Hazar and Tekkursun Demir (2017) were applied. As a result of this study there is a significant and positive direct relationship between interest in the play and behavioral towards the lesson. Likewise, there is a linear relationship between the nature of the play and the affective attitude towards the lesson, and this relationship is negative. Looking at the mediation test results; The cognitive attitude towards the lesson, whose mediation is tested in the theoretical model, acts as a meaningful mediator between the function of the play and the behavioral attitude. When the mediating effect of the cognitive attitude between the authenticity of the play and the behavioral and sensory attitudes is examined, it is observed that it is significant. As the specificity of the play increases, the cognitive attitude decreases. It can be recommended to increase the course hours especially in the primary school level, where the developmental level of children is at the highest level, by adding practice hours to the curriculum for these lessons.