Play-based learning is an integral component of the early childhood classroom; however, little research has been conducted around how children with and without disabilities engage in play within an inclusive preschool setting during center time. The present investigation utilizes the Play Observation Scale and Test of Playfulness to descriptively compare the play behaviors of children with speech-language impairments and developmental disabilities in relation to their peers. Findings indicate that while children with and without disabilities are more alike than they are different in terms of their play, there are trends in play preferences and interest across comparison groups in terms of dramatic play behaviors and sustained attention during play activities. Implications for researchers and practitioners’ facilitation of play in inclusive preschool settings are presented. (author abstract)