As the Aotearoa New Zealand Government reforms increasingly challenge the place of play in primary education, this study offers timely insights into the experiences, perceptions, and practices of four new entrant teachers who are successfully implementing play-based learning in four Auckland schools. This small, qualitative study highlights that play-based learning can be effectively integrated into early years classrooms in diverse ways that support children’s learning and wellbeing. Key findings include the critical role of school leadership in supporting teachers’ journeys with play-based learning and adapting practices from ECE to support understanding and promote the learning that occurs during play in the primary context.