This paper contributes to the expanding body of research on Playful Learning (PL) within Higher Education (HE), offering an in-depth examination of narratives concerning student participation and engagement in PL emerging as educators reflect on their experiences with PL in Danish teacher education and social education. In attempt to nuance and widen understandings of what PL practices promote as educationally desirable, narratives of students engaged and participating in PL, as well as narratives about students being hesitant towards participating, are critically analysed. The analysis teases out normative understandings of proper student behaviour, forming and shaping student participation as well as understandings of what PL is good for. The study points to the need for educators to discuss what "new" demands PL poses in relation to student engagement and behaviour, and which educational questions that arise from the integration of PL within HE.