Many early childhood educators are faced with ever-increasing pressure by families, administrators, and policymakers to replace components of their programs deemed to be a waste of time, such as naptime or playtime, with what are considered to be more academic activities. A large body of literature supports the inclusion of play in an early childhood curriculum. When it comes to arguing for the retention of naptime, however, there is very little information readily available about the benefits of naptime for young children in an educational setting. When programs do address health concerns as they relate to academic achievement, the association is usually made with chronic conditions such as obesity and diabetes. Seldom is sleep associated with academic outcomes. However, as this article will explain, there is a growing body of research demonstrating the correlation between good sleep habits and academic performance. There is also enough evidence to suggest that poor sleep habits may be a contributing factor to learning or attention disorders as well as health problems. This article offers five essential reasons to keep naptime in the early childhood curriculum. (Contains 1 figure.)