This article focuses on why children involve teachers in their play and learning in early childhood education. The main question is: For what reasons might children invite teachers to take part in their play? The data consists of video-observations of children from eight preschools and one primary school. In the analysis we find five categories in which children's reasons for involving teachers can be traced: to get help from the teacher, be acknowledged as competent persons, make the teachers aware of other children breaking rules, get information about and confirmation of how things work, and involving teachers in play. Both children and teachers seem to agree on these forms of interplay. These could be signs of a traditional teacher role, i.e. that teachers know how things should be, and has the power and knowledge to mediate. At the same time, another picture stands clearly out, of the child as well as the teacher. The fact that children themselves make room for their playfulness indicates that the teachers to some extent give children that room. However, this demands that teachers develop a goal-oriented strategy, which involves play as well as learning. (Contains 2 notes.)