Play represents an important component of early childhood education and is linked to the development of communication and social skills, particularly for children with developmental disabilities who often lack play skills. Structured teaching is a systematic method that entails visually arranging and organizing the learning environment. Although effective for older individuals with disabilities, research examining the efficacy of structured teaching in increasing the play skills of young children is limited. This study examined the effects of structured teaching on the appropriate play of five preschool-age children with developmental disabilities. Results suggest structured teaching produced a higher level of play for two of the participants; however, gains were generally not maintained following discontinuation of the instruction. Findings, though mixed, have implications for practice and future research. (author abstract)