This study examined the impact of play-based learning on early literacy development among kindergarten learners in the Poblacion barangays of Maydolong, Eastern Samar. Using a descriptive-correlational design, the research assessed the extent of play-based learning implementation and the literacy levels of 137 learners across five public elementary schools. Findings revealed that teachers demonstrated a very high level of implementation of play-based strategies, particularly guided play and activity-based learning. However, learners’ early literacy development—measured in phonemic awareness, vocabulary, print awareness, and oral language—was found to be low. Statistical analysis showed no significant relationship between play-based learning implementation and literacy outcomes. The results suggest that although play-based learning is widely practiced, it may not be effectively aligned with specific literacy objectives. The study concludes that intentional, guided, and literacy-focused play activities, along with support from home and school, are essential to improve early literacy development.