Childhood disruptive behaviors in early childhood present difficulties for teachers and parents, can be indicative of emotional and social disturbances for children, and are associated with long-term negative consequences. This quasi-experimental study employed single-case design research to investigate the effects of child-centered play therapy on children identified with clinical levels of disruptive behaviors. Children participated in an A–B design, receiving multimodal CCPT (i.e., individual and group) in Phase B. Phase A consisted of no treatment to establish a baseline of behavior. Results indicated two out of three children showed marked improvement during the intervention across treatment phases. Implications and limitations are discussed. (author abstract)