In this essay, I will explore how parents and children have worked together to create an accessible play space. Here, the physical and virtual have become inevitably intertwined as they have not only configured their physical access to the game, but also their software, virtual world, and social interactions. Firstly, parents and children consider the physical layout of their play space – adjusting hardware, not only to allow Minecraft to run optimally, but also to create access to play that an autistic child with special sensory needs might require. Secondly, parents and children must negotiate with one another in order to gain access to Minecraft – both in obtaining the initial software and the time to play. To create access to this play space, the community must share knowledge with its members, from hardware setup to particular social rules. In doing this these community members work towards creating access to a comfortable, safe place for these children to play.