In this thesis, the perspectives and experiences of early childhood teachers regarding risky play in traditional and forest kindergartens are explored. Children’s play, like safety, is recognized by the United Nations Convention on the Rights of the Child as a fundamental aspect of child development. Sandseter (2009b, p. 3) defines risky play as “exciting and thrilling forms of play that involve a risk of physical injury,” its developmental potential includes promoting physical and mental health. Risky play can be an optimal means of promoting physical activity among children, as they engage in it with intrinsic motivation (Sando et al., 2021). However, achieving a balance between perceived safety and children’s desire for excitement and challenges during risky play remains a complex task. The research was conducted through interviews with early childhood teachers from both types of kindergartens. The results indicate that while early childhood teachers in both settings recognize the importance of risky play, there are differences in their approaches. In forest kindergartens, risky play is a part of everyday practice and involves overcoming natural obstacles. In traditional kindergartens, opportunities for risky play are limited due to parental concerns and conventional outdoor play space design. Early childhood teachers emphasize the importance of outdoor play and the developmental benefits of risky play, while also prioritizing safety. It is concluded that although both approaches highly value the importance of safety in risky play, forest kindergartens allow greater autonomy for children in assessing their abilities. On the other hand, early childhood teachers in traditional kindergartens adjust risky play according to their perception of children’s (in)capabilities. The findings may serve as an incentive for further reflection on risky play and its potential to address the challenges and features of contemporary childhood.