When positioned as active and knowledgeable decision-makers, teachers can and do make contextual and intentional pedagogical choices throughout the day. This chapter forms part of a broader body of work unpacking the following research question: What shapes, facilitates, and constrains the application of play-based pedagogies in Australian primary schools? In particular, the chapter explores teachers’ perceptions of whether the adoption of play-based pedagogies is a “pedagogical risk” and why, or why not. This mixed-methods research project invited Australian primary school teachers to respond to an online survey. Responses were analysed using an inductive analysis approach. The study found, overwhelmingly, that the primary school teachers did not perceive the adoption of play-based pedagogies to be a pedagogical risk. This chapter reports on emerging themes from this analysis of participant responses. While exploring why some teachers viewed play-based approaches to be a pedagogical risk, the following themes emerged: perceptions of play versus “normal” modes of learning, understandings of play-based approaches, limited time, and the dichotomy between play and learning. Conversely, when providing a rationale for why play-based approaches were not perceived to be a pedagogical risk, the following themes emerged: seamless connection between play, teaching, and learning; child-centred decision-making; emphasis on engagement and disposition; a nuanced understanding of the teacher’s role; and curriculum, connectedness, exploration, authenticity, flow, and consolidation.