Noting that play is the natural medium in which children express themselves and develop motor, cognitive, and social skills, this qualitative study examined the contribution of symbolic play and technology-assisted play and the classroom environment to the literacy development of third graders. A literature review of play theory and play-related issues addressed the connection between play and literacy in the primary level classroom, and focused on the definitions of play, the importance of play for literacy development, the teacher's role, and the importance of the classroom environment. Participating in the study were 26 third-graders from 2 classes in a public primary school in an urban school district in New Jersey. Data were collected through classroom observations, questionnaires, and interviews with the two classroom teachers. Observations were conducted twice weekly during the homeroom and the computer lab periods. The observers noted how the teachers introduced the activity associated with the lesson, how students and teachers were engaged in the activity, and what behaviors the teachers and students exhibited. A technology-assisted program, Compass Learning, was used in the computer lab and allowed students to play computer games involving language arts skills. Findings revealed that although the teachers lacked understanding of symbolic play, there was evidence that children had opportunities for symbolic play. The weekly attendance in the computer lab was not normally preceded with any related activities. One teacher did use the district literacy arts curriculum guide to implement learning activities. Findings generated recommendations for the two teachers. (Three appendices contain data collection instruments.) (KB)