The aim of this study was to contribute to a wider body of research surrounding children’s gender acquisition evident in free-play and the impact of this on children’s development. The study sought to raise awareness of the unconscious bias educators hold and consider how this may be translated to children, thus, impacting on gender acquisition. It strived to achieve this by carrying out semi-structured interviews and field notes, enabling a multifaceted understanding of the phenomenon under study. The research findings concluded that gender binaries are evident in children’s play, as such, children develop different skill sets appropriate to the forms of play being engaged with. Moreover, the findings were inconclusive in determining whether the observed gender divide in play goes on to impact on attainment in STEM subjects and children’s future careers. The data further demonstrated educators hold unconscious bias which influences teacher talk, impacting on the kinds of interactions taking place which can reinforce and strengthen the stereotypes evident in free play.