This study examined the influence of literacy-enriched play centers on preschoolers' conceptions of print. Subjects, 25 boys and 12 girls aged 4 and 5 years from 2 urban preschool classes, were systematically observed before and after 5 basic design changes were made in the classrooms. Four distinct play centers (post office, library, office, and kitchen) were created, and the subjects were allowed to play freely in any of the centers. No attempt was made to obtain a matched sample as a control group at this stage of the project. Quantitative and qualitative results indicated that (1) children spontaneously used almost twice as much print for play purposes than prior to the intervention; (2) childrens' scores on a test of print awareness rose considerably; (3) the duration and density of literacy demonstrations increased considerably after intervention; and (4) literacy-related play themes in the enriched play centers appeared more instrumental to the play experience. Findings suggest that literacy-enriched play centers have the potential to influence young children's literacy activities in early childhood settings. (A figure illustrating the design of the play environments and two tables of data are included; 22 references are attached.) (RS)