This study investigated play perceptions and practices reported by 298 Hong Kong mothers of children aged two to six. Content analysis was conducted to categorize the views of participating mothers from thirteen kindergartens, with a focus on exploring differences in mothers’ socioeconomic status and their child’s gender. The results showed that working mothers valued play for social skills development more than non-working mothers. Mothers with higher educational qualifications also placed a higher value on play for social skills development and other learning skills. There were variations in mothers’ play practices based on the child’s gender and when the play activities were scheduled during the week. Another variation was found in participating mothers’ preferences when asked about their most liked and wanted play activities with their children. Implications for mother involvement in play and gender-typed play practices are addressed.