The purpose of the research was identifying how teacher training and knowledge in play impacts the use of play as an RtI behavior intervention. The study was designed to find possible correlations between the following four areas; teachers' training on play, teachers' knowledge of play, teachers' beliefs of play, and teachers'' use of play as a behavior intervention. The major finds of this study included: (1) Teacher training programs are not aligned to what research says is best practices for early childhood students; (2) Teachers desire opportunities to learn about play professionally; (3) Teachers believe in the power and effects of play; and (4) Students with the highest intervention needs are not being offered the most effective intervention. There are implementation changes for current and future researchers and practicing educational leaders brought to light by these major findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]