The standby wooden blocks that are prevalent in most high-quality early childhood classrooms are missing from most primary and elementary grades. The goal for block play in early childhood is to support learning in mathematics, science, art, literacy and language arts, physical development, social studies, and social and emotional growth. This goal doesn't end after kindergarten. In this article the following questions are addressed: Why does block play in the classroom end? Why do primary grade classrooms not include blocks and block play? Block play is an essential activity in elementary education that promotes critical thinking, problem-solving, creativity, imagination, spatial awareness, hand-eye coordination, and social skills. Overcoming the challenges to inclusion of block play beyond kindergarten requires a concerted effort to educate about its benefits, creatively integrate blocks into the curriculum, and address practical constraints. By recognizing block play as a powerful learning tool, educators can enrich the primary education experience, fostering skills and competencies that extend well beyond the classroom.