This article contributes knowledge regarding professionals' experiences, conceptions, and expectations of a coordinator role in preschools/schools while multiprofessionally collaborating for supporting children "at risk". Data were collected via semi-structured interviews with professionals involved in a project in a Swedish municipality intended to prevent children from getting into difficulties. Procedures for thematic analysis were followed, and Billig's ideological dilemmas were used as a methodological tool. A coordinator role, assigned to head teachers, emerges as tense where dilemmas need to be addressed. The dilemmas are related to opposed, overarching ideas -- education for "all" versus treatment for specific children -- which require coordination. This article suggests that dialogues between actors need to be held when opposite positions can be articulated. To initiate and maintain such dialogues, a coordinator role is important.