Evidence for the predictive effect of Executive Functions (EF) on school readiness and later school achievement has been noted. However, some studies show that EF activities are not sustained beyond the study period due to limited engagement by teachers and children. In light of this problem, this paper presents the pedagogical outcomes of a pilot study where teachers used 'playworlds' (Lindqvist, 1995) to embed EF into their programs. Five preschool teachers and five assistant teachers participated in the study over 10 weeks. Focus group interviews of all participants were conducted. A cultural-historical analysis showed that teachers developed motivating activities that promoted the sustainable development of EF in contexts of high child-engagement and motivation. The pedagogical features and implications for early childhood education are reported. (author abstract)