The purpose of this study was to examine the relationship between types of teacher intervention and children`s play patterns in preschool settings. An event sampling observation technique was used to examine the relationship between teachers` interventions and children`s play, four play areas, and children`s gender. Ten preschool teachers were observed during free play time for five consecutive days per classroom. The observations were categorized into nine types of teacher intervention and 12 patterns of children`s social and cognitive play. The relationships were analyzed using the Log Linear Model. The results indicated that: (a) teachers` interventions were significantly different for different children`s play patterns, (b) teachers` interventions were significantly different for different play areas, (c) there was no significant difference in teachers` interventions in relation to children`s gender, and (d) interaction effects were evident between children`s play and play areas and types of teacher intervention. The results suggested that teachers` interventions were related to children`s play patterns and play areas, though not to children`s gender. Practical implications for teacher intervention in relation to different play behaviors and play settings were suggested for preschool teachers.