The importance of physical play for young children's social, cognitive, and physical development is widely supported (e.g., Barnett, 1990; Bjorklund & Brown, 1998; Corsaro, 2001; NAEYC, 2001). The quantity and quality of benefits associated with physical play, however, depend on multiple factors including gender (Finn, Johansen, & Specker, 2002). For example, boys and girls frequently choose activities according to what is considered appropriate for their own gender (Ignico, 1990; Mead & Ignico, 1992). Gender differences have also been shown in toy choice (Freeman et al., 1995; Frost, 1992), playmate choice (Ausch, 1994; Benenson, 1993), and play type (Johnson & Ershler, 1981; Smith & Inder, 1993). Although much research has been done in regards to children's play, little research has been done on children's preferences when permitted free choice in the outdoor setting (Harper & Hule, 1998) or on a combination of play factors. This study investigated preschoolers' free choice outdoor play behaviors and perceptions in general and across gender. The sample included 16 preschoolers (9 females, 7 males). Each child's play behaviors (play level and type, activity, equipment, and group choices) were coded in 10-second intervals, with a minimum of 20 observations for each child. Chi-square analyses revealed significant differences in boys' and girls' play levels and types, activity, and equipment choices. For example, the top activity choice for girls was tricycle riding, while ball play was the most popular activity for boys. In terms of children's perceptions, semi-structured interviews were used to determine “why” they made the choices they did during outdoor play. During the interview, children were asked to sort pictures of toys available in their play environment into one of three categories: for boys-only, girls-only, or boys and girls. Follow-up questions focused on reasoning behind their equipment, activity, and group choices. Analyses of interview data revealed discrepancies between behaviors and perceptions and some gender-stereotyping. Additionally, sources (i.e., media, teachers, family, and peers) that influence children's decisions regarding activity, toy, and group selection were identified. Practical implications for early childhood teachers are offered. Future directions for research include using multiple play areas to identify contextual factors (e.g., space availability) that impact play behaviors, longitudinal studies, and a variety of approaches and stimuli (e.g., video, pictures) to elicit young children's perceptions. Keyword(s): early childhood, gender issues, play