Today's research about children's play exists in the context of deep societal concern about children's learning and development. Teachers may understand why play is a key contributor to healthy child development, but the pressure of national and state standards, the focus on early literacy, and the introduction of Head Start academic outcomes and normed tests is leading many early childhood education teachers to change or adapt their positions. The new focus is on children's functional skills--most notably, literacy and numeracy--rather than on adaptive processes like creativity and problem solving. This fits into the priorities of flagship federal legislation and programs such as No Child Left Behind and Early Readings First that are shaping the educational experiences of the younger Millennial Generation members. In this article, the authors present a sampling of the questions respondents posed that reflect the high stakes teaching environment in which many educators work.