This study analyzed the relationship between playground skill (measured on the Playground Skills Test) and several socialization variables, including opportunities for practice and parental involvement with playground play (measured on a parents' questionnaire). Data were collected for 64 children (24 girls, 40 boys), ages 7 to 9 years. Descriptive statistics were presented for availability of playground equipment, frequency of playground play outside of school hours, and amount of parental involvement. Playground proficiency was not related to frequency of playground play or to direct parental support (attendance and assistance while child was at a playground). Parental perceptions of a child's skill and attempts at risk-taking were significantly correlated with playground proficiency. A regression analysis of all socialization variables showed that the only significant predictor of playground proficiency was a child's risk-taking attempts.