The purpose of this research was to investigate factors influencing the implementation of rnlearning through play in preprimary school classroom and its contribution to childrenâ€™s learningrnin Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three rngovernmental preprimary schools were selected through purposive sampling technique. And all rnteachers who taught in preprimary school classrooms were also selected purposively as the rnparticipants of this study. Data collection tools were interviews, Focus Group discussion and rnobservations. To analyze the data, thematic analysis method was employed and the major themes rnemerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less rnpurpose and Teacherâ€™s uncertainty and Preprimary classroom accessibility and Quality. The rnfindings revealed that majority of teachers have less knowledge of teaching in ECCE center. The rnfindings also showed that absence of teachers training in ECCE and lack of enough and relevantrnplay materials for children added to lack of time allocation to classroom play activities were the rnprominent factors impeding the implementation of learning through play and its contribution to rnchildrenâ€™s learning. In order to improve the current challenges and practices of learning through rnplay in preprimary school classrooms. The following measures need to be carried out in the rnstudied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key rnrole in supporting early childhood learning. Therefore, to conceptualize and integrate learning rnthrough play in preprimary school classrooms, preprimary school teachers need appropriate rntraining and qualifications. Like professionals in any field, early childhood educators develop rntheir skills through training.