Learning materials and teaching methods used in early childhood classrooms have fluctuated greatly over the past century. However, one learning tool has stood the test of time: Wood building blocks, often called unit blocks, continue to be a source of pleasure and learning for young children at play. Wood blocks have the unique capacity to engage children's imaginations as well as enhance essential developmental domains. Teachers readily acknowledge the rewards of block play and typically agree that unit blocks are essential to high-quality early childhood programs. However, some teachers may express frustration and hesitate to offer block play on a daily basis. This article explores some of the more common dilemmas associated with block play as described by early childhood teachers, followed by practical suggestions based on developmentally appropriate practices.