This paper is part of a wider research project, exploring the possibilities to protect and extend Froebelian principles in practice and analyses interview data from thirty-three early years practitioners to investigate their understanding and enactment of learning through play in relation to the theories of Friedrich Froebel (1782-1852). Analysis of the data sheds light on the practitioners' professional priorities, referencing the centrality of play, respect for children's ideas, and risk and safety. Even though many of the practitioners' principles resonate with Froebel's ideas, the majority of the practitioners do not theorize their practice as Froebelian, neither do they perceive theory and practice as interrelated. This paper argues for policy-driven early years' training with a focus on Froebel's theories, to create confident practitioners and advocates, who appreciate the origins of their practice and can provide rich learning experiences.