This study of at-risk Kindergarten students examined the effectiveness of child-centered play therapy (CCPT) on academic achievement. The experimental group received biweekly, 30 min play therapy sessions for 6 weeks. Findings indicated that the Kindergarten students participating in the experimental group in this study (n = 18) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children’s Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared to children in the waitlist control group (n = 18). Results demonstrate continued support for the use of CCPT as an intervention for academic achievement. (PsycINFO Database Record (c) 2019 APA, all rights reserved)