This study was aimed to investigate the stakeholders’ perceptions on the relationship between pretend play and social development in children with developmental language disorder. Three research objectives and questions were formulated for the conduct of this research. The study adopted a mixed method involving exploratory sequential design. A sample of one hundred and two (102) participants were selected for the study using a multi-stage stratified random sampling technique from the target population of the study comprised of the 96 early childhood caregivers, 03 Speech and language therapists and 03 Psychologist from the three geopolitical zones across Katsina State. The instrument for data collection was Early Child Caregivers Perception Questionnaire (ECCPQ) and semi-structured Interview protocol. The quantitative data generated from the questionnaire was analyzed using simple percentage and the qualitative data from the interviews was analyzed using thematic analysis. Findings from the research highlighted the significant impact of pretend play on children’s general development. Reveals a strong consensus among participants that pretend play significantly contributes to social development in these children and also it further underscores the multifaceted benefits of pretend play for children with DLD. The study also recommended that (i) pretend play should be integrated into curriculum. (ii) Educators should be train on how to effectively facilitate pretend play (iii) Specialized interventions for children with DLD should be provided (iv) Collaborative efforts between educators, parents, and specialists is required to create a cohesive approach to integrating pretend play into children's development programs.