There is a dearth of literature on multicultural aspects of play therapy, particularly for Mexican-American children. According to Landreth (2002), it is of utmost importance that children be able to communicate in a way that is most natural to them. The literature currently reflects a playroom based mostly on middle class European-American (majority culture) values, represented by the toys, materials, language, and physical environment most commonly shared by members of that group. European-American toys, play terms, and environments may delay or completely inhibit the open communication of minority children because they may believe that their behavior must conform to majority group expectations (Hinman, 2003). However, more detailed and specific discussion of the materials, language, and physical environment used for play therapy with Mexican-American children is lacking in the literature. With a view toward partially filling this void, the authors describe environmental features and Spanish terms that may enhance the play therapy experience with Mexican-American children, particularly those who are first generation.