Early elementary school is a critical time for literacy development (Zill, 1999), yet disparities in resources due to socioeconomic status create significant challenges for many students (Debs, 2017). Socioeconomic disparities affect the time and resources students have access to (Debs, 2017). Because of this, it has become necessary to develop new solutions to bridge socioeconomic opportunity gaps to support students in a critical aspect of their development. Play-based learning is a popular early childhood education approach (Pyle, 2018), supporting many aspects of development (Stegelin, 2005). It also has been shown to help bridge socio-economic opportunity gaps by being accessible, requiring minimal adult support, and fostering essential literacy skills (Stegelin, 2005). While play is most emphasized in its importance in early childhood, its value is still incredibly prominent in middle childhood and beyond (Wood, 2014). Despite this, there is minimal data on how play-based learning should be operated in elementary school settings. This study investigates how playful learning practices such as literacy toys and games can create a more equitable and effective learning environment, especially for children of different socioeconomic statuses, by creating higher levels of interest and higher reading levels. Utilizing a hybrid methodology of surveys and interviews with teachers across California, the study identifies effective play-based practices that foster equitable learning environments. This study builds upon a foundation of data for educators and curriculum developers to implement play-based learning in the most effective and attainable means possible to increase literary ability, a necessary skill in participating in contemporary society.