The purpose of the study was to, through gender theory and an equality perspective, identify which discourses emerge during hallway situations and preschool teachers descriptions. The guiding questions for the study were: how does the preschool teachers talk about hallway situations and their approach against boys and girls?, how does the preschool teachers treat children in hallway situations? and which discourses emerge during the preschool teachers descriptions?. The theoretical outset for this study is gender theory, with a focus on gender studies scholar Davies. The chosen analysis method is discourse analysis. The studies result indicate that there is an ambition amongst the preschool teachers to treat boys and girls equal as well as to work more aware with equality. The preschool teachers seem to express insecurity about talking about the studies subjects. The preschool teachers describe hallway situations as stressful, in which their approach against boys and girls sometimes is affected negatively. This could be expressed in for example gender binary words or expectations being projected at the children. When the preschool teachers described gender stereotypical examples they distanced themselves from these, which indicate that they don’t want to be associated with society’s binary image of gender. However the studies data show that this image of gender is expressed through preschool teachers approach against boys and girls in preschool.