The purpose of this research was to explore preschool teachers' understanding of make-believe play in order to aid understanding and enhance further use of teachers as informants in research on children's play. Participants included preschool teachers (n = 10) and faculty members ( n = 3) who teach early childhood educators. Their descriptions of play and make-believe play were examined through qualitative research methods, including individual interviews. In-depth analysis of the emergent themes used to describe play and make-believe play were conducted. Preschool teachers defined make-believe play as representational play that is intrinsically motivated. This report includes examination of definitions, comparisons between teachers' and faculty members' responses, and responses to video vignettes. Limitations of the current study as well as ideas for future research are discussed.