The purpose of the present study is to investigate how preschool teachers see their interaction with the home. The empirical material consists of semi-structured interviews with 30 qualified preschool teachers working in Swedish preschools. The informants describe how they promote cooperation and prevent conflict by clarifying that parents' comments are welcome. They also try to grant parents' requests regarding their own children; however, the informants also speak about parents having views about what should happen with the whole group and how the teachers should carry out their job, such as parents telling the preschool teachers whether they should hold their activities indoors or outdoors. Highly educated and well-off parents can express comments and demands in a way as if they want to decide how the work in the preschool is planned and carried out. A contrasting challenge is when parents with a non-Swedish background have language difficulties that can hinder cooperation.