This article contains results from a study based on locally produced planning and evaluation texts from 10 preschool settings in a Swedish middle-sized town. The texts were mainly from 1999 to 2005, a period during which Swedish preschools were implementing their first curriculum and were subject to several changes including decentralisation, marketisation and competition which taken together brought new demands on visibility. The overarching aim is to investigate and describe the meaning of content and formulations in the texts in relation to the teachers' professionalism in this era of performativity. The texts were analysed as institutional narratives that underline what the preschool is and ought to be and we thereby regard the texts as governing. Analyses based on the theoretical concepts of technologies and positioning not only show how the teachers are simultaneously controlled and control themselves by the descriptions in the texts, but also how they position themselves as highly professional and present resistance to the control. One conclusion drawn from the analyses is that the profession of the teacher is changing and a new way of being professional might be to be good at positioning oneself. (Contains 4 notes.)