The spaces which children access for play have long been considered in terms of the affordances they offer in both the natural and built environment (Gibson, 1977; Broadhead, 2004; Kernan, 2010). Indoor and outdoor spaces for play are considered in this article with reference to an Irish doctoral study which examined children’s agency in school-based pretend play. Space, along with the further drama elements of time and presence served as a frame through which the perceived parameters surrounding free-flow play were investigated in the study. Free-flow play is characterised by its free and flexible nature, which facilitates children to respond to events or change the direction of play. In this article, the policy context in relation to play and curriculum is briefly presented. The identified play form is then distinguished and play in schools is subsequently introduced. This segues into the analysis of the perceived parameters of school-based pretend play and the extension of such parameters, to outdoor spaces and their emergent narratives, in particular.