The purpose of the study is to examine the significance of social status in children's free play. Using a qualitative method, we conducted semi-structured interviews with two educators from a school, supplemented by approximately seven observations. We reviewed relevant previous research on how participation, inclusion/exclusion, and status positioning may affect children's play in the schoolyard. The study revealed that educators perceive a connection between social status and children's inclusion in play, although this may vary from child to child depending on interests and affiliations. The results indicate that it is not always about status, but largely about being with friends where power dynamics do not exist. However, some children strive to associate with the "cool" kids and are willing to do almost anything to be included. The study highlighted how children employ various strategies to gain access to play, with those who may struggle with social codes opting for less effective strategies. It was noted how children with lower self-esteem were the most exploited and manipulated by those with higher status. Additionally, the study observed a different distribution of roles in play, where those with lower status often assumed less desirable roles. Ultimately, the results demonstrated that the dynamics of social status among children vary depending on their own status, whether high or low.