Children of all ages who have the opportunities, time, and materials to explore science content in a self-directed manner will develop higher level understandings, and demonstrate more sophisticated approaches to science. A vast and growing body of research supports the academic benefits of self-directed or authentic scientific inquiry, which is defined as a line of questioning that belongs to the individual (Llewellyn, 2011; Akerson, Hanson, & Cullen, 2007; Cacciamani, 2010; Eick, Meadows, and Balkcom, 2005). Embedded within a child's distinctive ownership of the inquiry process is a highly beneficial, yet often overlooked aspect, and that is the child's choice to engage in play. Playing around in science presents children with opportunities to think creatively and divergently, to solve problems in innovative ways, and to develop a unique scientific identity. This article will discuss the benefits of play in science to the whole child as well as some of the obstacles that diminish or extinguish play behaviors and scientific exploration.