Abstract Conflicts constitute a central part of children's everyday life in preschool.  The purpose of this study is to examine preschool teachers' perspective on conflicts and how they describe children's participation in conflict management. The research questions are: What is the preschool teachers’ view on handling children's conflicts in preschool? How do preschool teachers perceive children's involvement in conflict management? The study is based on a qualitative approach and data has been collected through semistructured interviews. The theoretical framework used in the study is based on Cohen’s Conflict Pyramid.  A common theme in the previous research we have examined is that preschool teachers have expressed uncertainty about handling conflicts and have often interrupted conflicts quickly without involving the children. However, in our study, preschool teachers express confidence when managing conflicts between children in preschool. The results show that preventive work related to building relationships and a sense of security form the foundation for constructive conflict management in preschool. Through our study, we aim to contribute to a deeper understanding of the preschool teacher’ s centrale role in conflict management in preschool settings.