This study explores early childhood teacher practices regarding the use of dramatic play in Kindergarten to Year 2 (K-2) classrooms. Four early childhood teachers working in Kindergarten participated in the study. Two of these teachers rarely used dramatic play. They were interviewed to explore their perceptions of the importance of dramatic play, and the factors which support or discourage its use. The other two teachers, who frequently incorporated dramatic play into their programs, were also interviewed. A particular focus was to explore how they overcame obstacles to the provision of dramatic play. Document analysis and non-participant observations in the classrooms of those teachers who frequently used dramatic play enabled further insight into how time, space and resources can be managed to enable the use of dramatic play in K-2.