Playing is a biological, psychological and socially essential phenomenon in an individual’s life. Considering that play is different to each person, it satisfies children’s curiosity, provides s sense of pleasure and can be used therapeutically as well. Majority of toddlers and preschool aged children which are included in preschool educational institutions more often than none manifest behaviors in appropriate and harmonious timing in regards to their developing and chronological age. However, some of the children can exhibit different behaviors and progress due to specific conditions. Within these specifics there are a plenty emotional and behavioral problems. These behaviors are damaging and dangerous for both the individual suffering and their environment, due to this reason it requires an additional professional help to manage a successful social integration (Mikas 2007). One of the method of working with children suffering from these issues is play therapy. This research, which aims to examine the experiences of educators in the application of play therapy within the institution of early and preschool education. Respecting this goal, four research problems were articulated: to examine the subjective experience of educators about education from play therapy, to identify and understand the factors of application of play therapy in the educational group, to gain insight into educators thinking about the possibility of applying this approach in working with children with behavioral problems and gain insight into the experiences and reactions of educators and children during the process of applying the play therapy. The instrument for conducting this research is a semi-structured interview, and the results were processed by thematic analysis. The results show the exceptional satisfaction of the participants with their involvement in education in the field of play therapy. Participants in this study largely believe that the applicability of play therapy in educational groups is possible with all children, with certain problems related to working conditions. As the most useful elements of the education they attended, the participants in this research point out examples from practice and modules on cooperation with parents and play therapy. With regard to the examination of the subjective experiences of educators, we learned that when applying play therapy, they most often use empathic reflection in individual or symbolic play. Furthermore, activities and materials are selected following the child’s needs and interests. By applying the play therapy in their daily work, the participants of this research achieved many positive outcomes. Finally, the participants in this study point out that at the very beginning of the play therapy, both they and the children were insecure and a little surprised, but over time, very good feelings for this method of work developed, on both sides.