The aim of this study is to examine how preschool teachers describe inclusion and what it means. The aim is also to study the challenges and opportunities which can arise with inclusion in the preschool environment. It’s stated in the preschool’s mission that they are supposed to offer an equal education for all children. We therefore want to emphasize that increased inclusion can create an equal education for all children. We have implemented semistructured group interviews with preschool teachers and a joint semistructured interview with a special education teacher and a preschool arts teacher. We have based our work on a thematic analysis to understand our material and find a suitable theory that can be effectively used in the analysis of the collected material. We have used Nilholms (2020) description of special education perspectives - compensatory, critical and the dilemma perspective to be able to analyze our result. We have also used the categorical and the relational perspective. It was shown in the result that it’s important with collegial learning and to record learning activities to use when analysing and identifying possible improvements for self-development. In addition to this the result also showed that a mutual understanding about the importance of inclusion to reach inclusive working methods is important. Challenges occur when working with inclusion, where preschool teachers talk about different interpretations between staff about different situations and also about children’s own feelings of inclusion.