Play in preschool childhood is the leading activity through which the main developmental formations of preschool age occurs. However, the role of play in further ages is not studied enough. The aim of this study was to investigate the relationship between play experience in preschool age and subjective well-being and academic motivation in adolescents, using a retrospective method. The study involved 348 adolescents aged 15-18 years. To assess the level of subjective well-being, we employed the "Satisfaction with Life Scale" by E. Diener. To assess academic motivation, the "Scales of Academic Motivation in School-Age Children" was used. For the retrospective assessment of play experience in preschool age, a questionnaire was developed for the adolescents. This questionnaire included items regarding the types of play they preferred in preschool age, the presence of a favorite toy, and the social context of play. According to the results, construction play in early childhood is associated with a higher level of subjective well-being in adolescence, as well as with both intrinsic and extrinsic academic motivation. Adolescents who played with their parents more frequently during preschool age and who had a favorite toy demonstrated a higher level of subjective well-being, lower levels of extrinsic academic motivation, and lower amotivation. Digital games in early childhood is associated with higher indicators of extrinsic academic motivation in adolescents. The results of the study underscore the importance of play in preschool age and the essential role of parental involvement in play activities with children.