Access to equitable, quality, and inclusive early childhood education (ECE) has positive effects on school readiness, transition, and overall development and learning in all children. This paper seeks to explore barriers and facilitators to the implementation of learning through play (LtP) for preschoolers in Kenya with a view to enhance collaboration between parents and teachers. The current paper uses data from a broader study implemented in three counties in Kenya. This paper employs a qualitative approach. The study participants included parents (n = 119), teachers (n = 92), and policy makers (n = 06). The data were thematically triangulated and analyzed. Most parents recognized support from the school, the availability of play materials, and collaborations as critical facilitators to the implementation of LtP. Most teachers and policy makers noted that training and material development were key facilitators of implementing LtP. Potential barriers to the implementation of LtP included limited knowledge and skills in teachers to handle children with disabilities, limited awareness among parents, and lack of adapted play-based learning materials for children with disabilities. We emphasize that effective implementation of play-based learning may promote children's learning and development outcomes. The success of this implementation calls for sustained collaboration between teachers and parents. The milestone inches beyond increasing learning outcomes to build a strong foundation for physical, mental, and socioemotional development in children. Further research may be conducted to explore the role of play-based learning in reducing social exclusions among children and caregivers with disabilities.