Children are being diagnosed with Autism Spectrum Disorder (ASD) at younger ages then historically represented (Guthrie, Swinford, Notke & Wetherby, 2013). Due to increased awareness of ASD and improved diagnostic tools, younger children are receiving Applied Behavior Analysis (ABA) at an early age ( Hertz-Picciotto & Delwiche, 2009). ABA and EIBI programs continue to increase in demand due to research that supports this type of therapy as one of the most efficacious interventions for children with ASD (Lovaas 1987; McEachin, Smith, & Lovaas, 1993; Rogers & Vismara, 2008). The change in demographics among young children receiving Early Intensive Behavior Intervention (EIBI) services has led professionals, especially those with early childhood or child development backgrounds, to ask questions about the play and social interaction experiences these children are experiencing in the therapeutic environment. The current study used a qualitative design to gain an in-depth understanding of the values and perceptions of play constructs and playful social interactions from the perspective of behavior technicians (BT) and behavior consultants (BC). In total, 52 participants completed an online survey, while 19 of those participants completed a semi-structured interview which asked them about their perceptions, values, and understanding of play constructs and playful social interactions within an EIBI program. All data were transcribed and analyzed using a grounded theory approach. The findings suggest that BTs and BCs understand, value, and perceive play constructs and playful social interactions to be important to their roles within EIBI programs. Two overarching themes emerged from the analysis. The first overarching theme, the evolution of play in EIBI and two, the artistic contributions of play in EIBI. Together, 20 topics were explored within two overarching themes. The methodology and results of this study may provide a model for future studies exploring play constructs, values, and perceptions in EIBI or other programs within ABA servicing young children. The findings of this study may provide the information needed for EIBI programs to develop and train EIBI professionals on the understanding, values, and importance of play within their roles as professionals. The data collected in this study provides evidence that each level of care, direct and supervisory, explicitly find play to be important and therefore, could potentially be a lens that each program embeds within there EIBI programs. These findings may transform the daily interactions, therapeutic environments, and training programs within EIBI programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]