This independent project set out to determine Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One. To support the researchers understanding, a small-scale case study was carried out in a one-form entry school in the south-east of England using field notes, document analysis and interviews as the primary research methods. The research findings concluded that Key Stage One teachers have a limited understanding of and place a limited value on playful learning and believe that the benefits to adopting a pedagogy of play are outweighed by the barriers. Leading to the recommendation that KS1 teachers should attend continual professional development.