This study examines the experiences of the teachers guiding the play of preschool children with disabilities and conducts a qualitative meta-analysis. Analyzing the results, we explore the roles of teachers to guide the play of preschool children with disabilities. Six existing studies were selected according to the qualitative meta-analysis procedure, and the seven steps of the qualitative meta-analysis by Nobbit and Hare (1988) were applied to aggregate, categorize, and interpret the meaning of the research using the tertiary composition process. By analyzing the results, the experiences and responsibilities of the teachers are interpreted as follows: 1. the difficulties in the play due to various reasons, 2. the efforts to provide a better play, 3. changes experienced through the play, and 4. Teachers’ requirements for stimulating the play. Based on these findings, the roles of the teachers guiding the play of preschool children with disabilities are identified: 1) to help the children with disabilities realization their right to play, 2) to be a Caring who understands sensitive and careful acceptance, and 3) to be an observer who interprets the interaction between children with disabilities, teachers, and peers. The significance of this study lies in the analysis of the experiences and responsibilities of the teachers who guide the play of preschool children with disabilities using qualitative meta-analysis. Also, the required roles of the teachers for the guidance of the play are identified.