<p>This qualitative study explored a teacher’s use of guided play activities in a community-based Chinese heritage language classroom. Theoretical perspectives on Vygotsky’s concepts of the Zone of Proximal Development, scaffolding, and guided play were utilized to support the inquiry. Data sources included observations, video recordings of class conversations and activities, and one interview with the teacher. The findings indicated that, despite the lack of sufficient physical materials available at the community-based language school, the teacher strategically created PowerPoint slides as digital resources to facilitate different scenarios for students to participate in play activities. This allowed students to create imaginary situations and act out various roles while learning and using their heritage language. These activities contributed to the children’s development of their Chinese heritage language, specifically in acquiring vocabulary and phrases.</p>