The Swedish preschool is considered to be high in rank due to the long tradition of a work where care and pedagogy are united. This study addresses the dilemma, that care is often taken for granted in the swedish preschools practice. The study highlights how care has ended up in comparison with the strong position of learning and the complexity of care. Previous research shows a common understanding of the multidimensional importance of care and diffuse work in preschool. The aim of this study is to examine teachers views and experiences of the place of care in preschool activities. A web survey was designed and posted on two platforms for professionals` educators to answer. The study is linked to an ecological system theory, which the collected data has been analyzed from. The result of the study shows much like previous research on care complexity, but unlike previous research where a great focus on learning which is posed as a cause of care takes for granted, we see a willingness of educators to reconcile learning and care to a unity where it is instead the conditions for this as flaws.