A box of band-aids, a pile of dirt, some baby piglets and a billy cart with a wayward grandad on board? This chapter uses narrative inquiry to explore the subtle integration of risky play at an Australian school’s Year 4 farm campus. Drawing on a series of vignettes that capture different levels and types of risky activities and play, the discussions are designed to prompt reflection on the school community’s experiences and perceptions around this phenomenon. How is risky play perceived in your school, family and community context? Whilst exploring many of the eight categories of risky play (Hansen Sandseter, 2007) as an auditing tool, this narrative inquiry encourages a shift in perspective, viewing play not as a hazard to be avoided but as a rich resource for holistic development. Bearing in mind, the multifaceted benefits, a call for reconsideration around how school playscapes are used and how they might be integrated into unintentional learning experiences. Using Dodd and Lester’s (Clinical Child and Family Psychology Review, 24.1, 164–181, 2021) conceptual model, the farm’s playscape emerges as a possible exemplar, illustrating how schools can strategically incorporate risky or adventurous play, whilst maintaining the integrity of the much prized, ‘freedom to play’.