It is obviously known that young children learn best through play-based, community-based and project-based approaches to learning. Play is an every thing for children through which they experience the world. A child playing is practicing minds-on, hearts-on and hands-on activities. This study was aimed at the exploration of play-based instruction at Hawassa College of Teacher Education in Ethiopia. It followed a qualitative research design; phenomenological approach in which reality is viewed in constructivist o/interpretivist paradigm. Total participants of the study were 8 involving 2 teacher educators and 6 prospective teachers from early childhood care and education department. All participants were selected purposively. Document analysis, FDG and interview were the main data gathering tools. Data was analyzed thematically through transcription of interviews and FGDs in to meaningful statements. Findings of the study reveal that play-based instruction implementation in the study area is poor. TLM developed for the program was not suitable for it. Teacher educators' perception about the practice is not constructive. Trainees are trained in a very similar way to primary school trainees. Therefore; the researcher strongly suggests that early childhood teacher training needs to be revised so as to incorporate play-based pedagogy. Again, teacher educators require trainings. Lastly, colleges of teacher education should establish playgrounds, resource rooms and model ECCE classes so as to promote the training program.