Early childhood teachers need knowledge and skills to support play and learning. However, the child care workforce often has limited or no preservice training on play, relying instead on in-service training. With policy shifts towards a standards-driven curriculum in the U.S., there is limited in-service play training available, creating a need for high quality in-service training on play. This study introduces a model of intensive professional development (PD) on play – a group workshop coupled with a group coaching model – implemented in the Mid-Atlantic area in the U.S. The play training focused on three areas: self-active play experience, the knowledge and skills needed to support children’s learning through play. The group coaching component included feedback on self-recorded video practice and an opportunity for participants to share reflections on supporting play with each other and the coaches. (author abstract)