This study explored the viewpoints of teachers and children about teacher’s role in free play at a play-based child care center, and sought the implication of the differences. For this aim, I used participant observation of free playtime at a child care center that advocated play-centered curriculum, and interviewed teachers and children. Results indicated both similarity and difference in their viewpoints. While teachers regarded their primary role as “a playmate” who played with children in free play time, children perceived their teachers as someone “like a friend” rather than “a friend.” However, both teachers and children regarded teacher’s role in free play as the planner of play: “leading children to the goal” through free play and “planning the play.” Also, children perceived various differences between teachers and themselves, and placed meanings to play motive, suggesting that the difference in viewpoints to the role of teachers at free play possibly comes from the discrepant interpretation of play. This study provides practical implication for teachers’ interaction with children in play by helping us understand the viewpoints of children about teacher’s role in play.