This study aimed to explore kindergarten teachers’ understanding and practice of play-based education, which is the center of the 2019 revised Nuri Curriculum. Five teachers from a teacher learning community in kindergarten attached to the Haneul Elementary School located in P Metropolitan City participated in this study from April 2019 to March 2020. Data were collected through participation observations, interviews, and teachers’ and researchers’ journals, and analyzed based on an iterative procedure. The results of this study were as follows. First, in the process of understanding play-based education, the teachers were concerned about how to connect play initiated from children’s interests with curriculum, how to accommodate various interests of children, how to balance freedom and order, and how to deal with age-related limitations. Second, in the process of implementing play-based education through discussions in the teacher learning community, the teachers helped children to take initiative in deciding daily schedules, provided various play tools to expand children’s play, and utilized play space with flexibility. Third, while practicing play-based education, the teachers experienced changes in their perceptions of play, in their relationships with children, in their educational plans, and in their evaluation methods. By presenting a specific case about play-based education practices and proposing discussions and future tasks for teachers, we hope this study to contribute to apply the 2019 revised Nuri Curriculum in early childhood education practice, which highlights play-based education.