This memo summarizes the findings from an evidence review that the Pennsylvania Office of Child Development and Early Learning (OCDEL) asked the Regional Educational Laboratory (REL) MidAtlantic to conduct on play as a teaching strategy for children in pre-kindergarten to grade 3. As directed by OCDEL, we examined approaches to play as a teaching strategy implemented in academic settings, including preschools, elementary schools, and summer school programs. Our review focused on the academic achievement outcomes of students in pre-kindergarten through grade 3, including language development, early literacy, and early mathematics. Therefore, this memo describes findings on studies that included at least one academic outcome. Because of this focus, the findings do not emphasize the effects that play as a teaching strategy could have had on other important outcomes, such as physical and social-emotional development. (author abstract)