This study was aimed at assessing the implementation of play based instruction in some pre schools of Bahir Dar city, Ethiopia. Play and childrenâ€™s development is highly integrated & rnenhances childrenâ€™s physical, cognitive, social and emotional development. For this purpose,rnmixed research method was employed to collect and analyze both qualitative and quantitativerndata. The sample of the study included eight preschools (4 private KGs randomly selected & 4 rngovernment KGs purposively). Data sources for the quantitative study were 47 teachers drawnrnrandomly from 8 pre-schools (15 % of the population) and data sources for the qualitative study rnwere 8 preschool principals, 1 REB & 1 ZED Experts, selected using simple random sampling rnand purposive sampling techniques respectively. Data were collected by questionnaire,rninterview and observation. Quantitative data were analyzed by using one sample t-test; whereasrnnarration and thematic techniques were used to analyze the gathered qualitative data. The studyrnfound out that most teachers perceived positively what the preschool curriculum inculcated play rnbased pedagogy which was statistically significant. Moreover, the study indicated that most rnteachers perceived negatively the practicing of play-based instruction which was statistically rnsignificant. The study also revealed majority of preschools have not safe playground for thernchildren to play and there was no adequate and appropriate indoor outdoor materials and rnequipment in the preschools. Moreover, teachers incompetency, curriculum usage that lacking rnrequisite officials and inadequate indoors and outdoors games were identified as factors that rnaffect play based instruction. Finally, pertinent recommendations were drawn from the findings rnand the conclusions of the study.