This study aimed to examine the perceptions of preschool teachers regarding their work with divorced parents. In-depth, semi-structured qualitative interviews with 15 preschool teachers were conducted. The findings show that preschool teachers devote twice as much time to communicating with divorced parents than with married parents. Furthermore, the teachers tend to identify with one of the parents. When divorced parents are in an acute state of conflict, the teachers must bridge between them, experiencing emotional distress as a result. Despite this major emotional load and feelings of confusion and helplessness, preschool teachers receive very little support, most of it informal.