The purpose of this action research was to determine if direct instruction of play skills would improve the play of three-year-old children with disabilities in the inclusive setting. Participants included five children with disabilities ranging in age from 38 to 48 months old. Quantitative data was collected using event sampling to assess the number of different independent play actions performed by participants before and after intervention. Qualitative data was collected to determine commonalities in which intervention action steps resulted in successful imitation. The intervention implemented was a combined systematic approach of contingent imitation, modeling, and a system of least prompts within the inclusive setting during free play. Analysis of data revealed the intervention had a positive effect on the number of different independent play actions performed by three-year-old children with disabilities in the inclusive setting. Acquisition of new play skills promotes acquisition of other skills through play-based instruction. Performance of a larger variety of independent play skills also promotes inclusion and acceptance among typically developing peers. Limitations and need for further study are discussed.