A qualitative multiple case-study was conducted to explore the perceptions of special educators on access and application of evidence-based-practices (EBPs) to enhance play skills of students with developmental disabilities in early childhood classrooms. The problem addressed by the study relates to the gap between research and practice. A wide range of current approaches are available to professionals, yet these strategies are not well coordinated and contribute to the research-to-practice gap in special education. Four research questions were created addressing teachers' perceptions on how they motivate, facilitate, and support students, and what are the most commonly used EBPs to improve play skills of students with developmental disabilities. Teachers' perceptions regarding barriers in accessing and the application of EBPs in this process was also investigated. The population of the study consisted of 14 randomly sampled special educators from pre-schools in New York State. Semi-structured interviews were conducted. The findings revealed that applying EBPs in the process of teaching play skills is crucial. The most commonly- used EBPs include ABA techniques, Floor Time, and NET. The barriers in accessing EBPs include time, and limited training opportunities. The challenges of implementing EBPs include students' abilities and behaviors, and poor curriculum choices. The findings in the literature review were parallel to the data. Several themes arise include limited training opportunities, teachers' attitude, and time constraints. More professional development and training opportunities for special educators were recommended for practice. This study offers a suggestive evidence of earlier findings. Recommendations for future studies include a larger volume study, and a correlational study on teachers' perceptions and knowledge of EBPs and student achievement. [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.]