This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.