Background/Context: In early childhood, using play as a pedagogical tool can be a way to ensure children have access to an education that involves worthwhile opportunities to learn that are ripe with joy and aim toward fostering depth of knowledges. There are numerous possibilities for the types of play a classroom can offer children, so when a school or district decides to commit to play, there are many decisions to make that ultimately shape how play is both understood and experienced by teachers, children, and their families. Research Question: This study examines a district that was undergoing a complete overhaul of its prekindergarten (PreK) programming policies, with a goal of becoming an innovative, play-based program. It aims to understand how a new vision for play would be taken up in the district by exploring the question: "How do stakeholders understand and respond to a new play-based PreK program?" Research Design: This is a qualitative, purposive case study that involved an examination of semistructured interviews, ethnographic classroom observations, and classroom artifacts. The semistructured interviews were conducted with teachers, paraprofessionals, parents, and administrators. Conclusions/Recommendations: This study shows how common early childhood ideals, historical practices, and current reform efforts all contribute to the possibilities for the roles play can serve within a school setting. As play practices are designed and enacted, it is essential to have clear ideas about how play is defined, the goals for play, teachers' roles within play, and the ways in which already present policies as well as early childhood tenets connect with a district's vision for play.