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Using a mixed methodological approach, we examined the impact of child-centered play therapy (CCPT) training on graduate counseling students' play therapy attitudes, knowledge, and skills. Thirteen students voluntarily participated in the study. We conducted paired-sample t tests to evaluate the impact of an introductory play therapy course on students' scores on the revised Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest, there were statistically significant improvements and a large effect size on students' scores in all three subscales: attitude, knowledge, and skills. Through individual interviews, we also explored students' perceptions of the content and structure of the introductory play therapy course. Emerging themes revealed that the students perceived the course to be acceptable (i.e., useful, informative, well organized) and effective (i.e., facilitated insight/awareness, self-growth, knowledge and skill acquisition). Limitations of the study and implications for future research are discussed.