Based on a design experiment with playful approaches to teaching in social education, the article investigates teachers’ and students’ intercorporeal exchanges and the significance this has for how students experience teaching situations designed to be playful. The article provides examples and analyses of how these exchanges may either promote or prevent teaching situations from becoming meaningful and playful. The article emphasizes the importance of developing didactic and pedagogical approaches that take the intercorporeal dimensions of playful teaching into account. Moreover, it suggests that practicing patience in a concrete physical way might be a promising pedagogical approach.