The following study included three preschool age children (i.e., 4–5) with identified Developmental Disabilities who were participating in an inclusive classroom at a local early learning center. Results of this study indicate an increase in level of play following the implementation of the intervention package. Students were able to progress from basic levels of play (e.g., non-functional sensory-based interactions) to more imaginative dramatic levels of play. In addition, students demonstrated the ability to go beyond the play script by bringing in additional play materials and expanding the interactions between objects. Implications for practice and suggestions for future research are described. (author abstract)