The purpose of this participatory action research (PAR) project was to support teachers to integrate play as a primary pedagogy in the math program. The theory of action was: If teachers develop a mathematical program integrating play pedagogy, then teacher capacity will expand to support the implementation of play in math instruction. I conducted the participatory action research (PAR) study with a small group of three teachers who were in a co-practitioner researcher group. We analyzed the current math instructional program, grade level standards, and designed and implemented play-based learning opportunities that supported classroom instruction. I collected and analyzed data from evidence-based observations in math classes and post-observation conversations to understand the extent to which play can be integrated into the standards-based lessons. Two findings were: (1) With intentional planning and reflection, teachers improve their instructional practices while building their capacity to integrate play-based learning in mathematics instruction; and (2) by integrating instructional practices that involve peer engagement, teachers shift their practice from whole-class instruction to facilitating learning activities and observing students' play-based learning. Finally, we are continuing by sharing with all grade levels at our school and with other schools in the district so other teachers can use play-based learning practices in all elementary grade levels. Play based learning shifts the teacher role in the classroom to a facilitator of learning and supports learning opportunities that aid and broaden students' understanding of mathematical concepts. [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.]