The aim of this study was to explore how teachers' perspectives and experiences in kindergarten classrooms influence the implementation of play-based learning. This study employed a qualitative, intrinsic case study to capture the lived experiences of kindergarten teachers who received kindergarten seminar training (KS) through the Kindergarten Entry Assessment initiative (KEA). The researcher was interested in exploring whether or not play-based practices had been sustained in kindergarten seminar teachers (KS) classrooms, after the initial training and ongoing coaching support. A review of the literature suggests teachers are faced with the struggle of trying to provide appropriate methods of teaching and assessing, while meeting high academic expectations for kindergarten set forth by the framework of NCLB Act of 2001 (Goldstein, 2007). Coupled with this struggle, is the challenge to utilize appropriate assessments to capture children's learning through high engagement play-based experiences. The data collection for this intrinsic case study included semi-structured in-depth interviews, observations, and coaching notes. The researcher conducted face to face interviews with six participants. Although the participants perspectives toward play were positive and they shared a common understanding of guided play to teach academic content, their perspectives and beliefs about play were not enough to sustain play practices in their classrooms. This study has implications for the need to continue efforts to shift instructional practices in kindergarten classrooms that allow for play experiences to take place.