The main purpose of this study is to examine the effects of leisure education practices using different teaching methods. In this study, quasi-experimental research methodology has been used in the framework of pretest - posttest design without the use of a control group. In total, 155 students between the age of 9-13 (experimental I group: 76 students, experiment II group: 79 students) were selected through a convenience sampling method. The Leisure Education Scale (LES) developed by Munusturlar (2014) was used to measure leisure education levels of students in the study. In order to examine the difference between the pretest- posttest measurements of groups I and II; Paired Sample T-Test has been used as a parametric test. The Independent Samples T-Test was used to examine the difference between the pretest-posttest access results of experimental groups I and II. As a result of the statistical analyses, it was determined that the leisure education score averages in the experimental groups I and II were significantly different in favor of the posttest. When the difference between the pretest-posttest access results of the two groups was examined, it was found that the leisure education had a significant difference in favor of the experimental group I that experienced play-based teaching method in the sub-dimensions of problem-solving and social interaction skills. As a result, it can be concluded that both lecture-teaching and play-based teaching methods are effective in terms of leisure education applications.