The purpose of this study is to investigate how preschool teachers handle free play and how kids react when adults join in. This study set out to investigate how preschool teachers handle free play. It specifically looked at the roles they played, how they participated in free play activities, and how the kids reacted to their involvement. Non-participatory observations were used in a qualitative approach. In order to observe preschool teachers' responsibilities in play without influencing the behavior of the children, this method was adopted. Two preschools were the subjects of observations, which documented a range of interactions and settings during free play sessions in various rooms and situations. In two preschools with mixed-age groups of children ages three to six, the study observed four preschool teachers. The preschools offered a variety of play areas with various play-stations, enabling kids to select activities on their own or with assistance. The analysis and conclusions of the study are predicated on observations of preschool teachers' strategies for participating freeplay. The goal was to investigate how much room kids have for free play and how preschool teachers encourage it. Several roles and behaviors that the teachers displayed throughout the children's play were identified by the analysis. Our observation results showed that preschool teachers had various roles during children’s play, each contributing differently to the learning environment. The most observed role was the passive observer, where preschool teachers maintained a presence to ensure safety while allowing children to engage in their own play. Conversely, the least used role was the play leader, where preschool teachers reintroduced focus or introduced new ideas to re-engage children in play. Although this role was effective in renewing interest, it was barely used. The roles of redirector and active participant were moderately used. As a redirector, teachers integrated educational elements into play, making a balance between spontaneity and structured learning. As active participants, they engaged directly with children. These highlights showed the subtle approach teachers take in adjusting their roles based on the needs of the children, emphasizing the importance of balance between independence and guided learning to foster development.