For optimal child development, play time has been recognized by the United Nations High Commission for Human Rights as a right of every child. But access to free time has been reduced due to the impact of one or other factors such as current lifestyle, changes in family pattern, increased academic pressure, and unsafe spaces for children until and unless they are under close supervision of adults or caregivers and place of physical aspects of play taken by the digital world. This study explores the significance of play for the holistic development of learners through an observation schedule and focused group discussion as a tool in real school settings. Sample comprised of students from classes VI-VIII and teachers of elementary classes from selected schools, which comprised approximately 10 schools, and locale for the study was private schools from North East Delhi, which were part of the internship program of B.Ed. trainees of one of the GGSIP University-affiliated B.Ed. colleges in East Delhi. From analysis and interpretations of findings, it was revealed that in more than 50% of schools, playgrounds were missing and hardly one game period in a week was given. Mostly students were indulged in their self-created games as provision for outdoor games was less. Further findings through observation lead to the conclusion that play activities contribute to the holistic development of learners. On FGD with teachers, it was interpreted that play activities helped them in dealing with socio-psychological problems of learners, but there is a lack of human and non-human resources for support of play activities for students in the school environment, both in terms of physical and social resources. The findings of this study have also given a few strategies so that play activities can be given due importance for the holistic development of learners in school settings.