The goal of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. Eight teachers participated in the study. The interactions of the teachers were videotaped and analyzed. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed.