Musical play is part of children's culture. They sing and dance in rhythmic and pitched patterns alone, together, and with toys, household items, and yard objects. There are, however, cultural variations in how children participate in musical play and at what ages they are expected to play in certain ways. As guardians of children's musical education, music teachers need to keep abreast of children's musical interests and involvements inside and outside the classroom. It is also useful for them to know something of children's musical play, both locally and internationally, as such an awareness can lead to a greater understanding and appreciation of the rich musical possibilities that children everywhere possess and express. Observation and documentation of the musical features and different contexts of children's musical play can lead music teachers to more thoroughly understand children's musical development and musical cultures. The role of teachers as facilitators of children's musical play becomes increasingly important when the music that children make may be used as a springboard into developmentally appropriate music instruction. This article offers a number of ideas for musical play activities in the classroom inspired by the ways children have been observed playing with music in Brazil, the United States, and Malaysia. The text of this article provides more details on these examples of musical play. The suggestions provided are appropriate for use with children from early childhood through second grade.