The role of the adult in children’s sociodramatic play within Early Years settings remains widely debated amongst writers and academics on play and the Early Years. However, it is a subject which remains under researched. Some writers have indicated that an active adult presence within sociodramatic play can support children’s learning and development. However, many writers also express concern that the unequal power dynamic between adults and children within Early Years settings means that adults risk ruining play, by dominating and taking control. This qualitative study investigated the types of contributions an adult made whilst playing with children during sociodramatic play within an Early Years setting. The study also examined whether these contributions offered opportunities to support children’s learning and development or impacted negatively on children’s control over their play. The research involved a Case Study of a private Irish Early Years setting in which the researcher was the sole practitioner working with five children. The use of constructivist grounded theory during the analysis allowed for categories of contributions to emerge. These categories were then examined in detail and compared to existing research on the topic as well as recommendations from Aistear, the National Curriculum Framework. Nine Adult Contribution Categories were found to exist, and an analysis of these Categories showed that their use lead to either more child or more adult, control of the play. A Controlling-Playing Continuum and Score were devised based on the analysis of these Categories. It was concluded that the contributions the adult made did offer opportunities to support children’s learning and development. However, some of the contributions made had the potential to impact negatively on children’s control over their play. It was recommended that adults play with children in sociodramatic play within Early Years settings in order to support children’s learning and development but that these contributions are exercised with caution, to ensure that children remained in control of their play.