This qualitative phenomenological study explored kindergarten teachers’ lived experiences regarding play-based learning activities and their influence on the development of social skills among kindergarten children. Ten kindergarten teachers participated in semi-structured interviews. Data were analyzed through thematic analysis. Findings revealed that play-based learning serves as an effective pedagogical approach that promotes communication, cooperation, empathy, problem-solving, and conflict resolution among children. Teachers emphasized the importance of intentional classroom design, scaffolding strategies, collaborative play, and psychologically safe learning environments. The study further proposed an action plan to strengthen the implementation of play-based learning strategies in kindergarten classrooms. The findings suggest that carefully planned and teacher-supported play experiences significantly contribute to children’s social skill development.