The purpose of this study was to explore the occurrence of conflict in early childhood classroom play, by describing and interpreting two brief pretend play episodes. In one episode, several girls engaged in a simulation of a daily classroom gathering called $quot;circle time.$quot; Their interactions centered around gaining possession and control over objects which they apparently saw as necessary for participating in the circle time event. In a second episode, a small ground of boys and one girl pretended to drive toy cars upon a road they had constructed from block. Conflicts arose as the children negotiated the distribution of materials and the use of space. We examine and discuss these episodes in terms of forms of conflict relationships(thematic, athematic, imported, and explosive) and how these relationships are enhanced by an understanding of play frames and pivots.