In this study, it is analyzed how preschool teachers' implicit expectations are expressed in their work. The implicit expectations that were analyzed were the ability of children to be independent and to acquire knowledge. It has been found in previous research that teachers' expectations of students have an impact on the students' grades, which is called the Pygmalioneffect. Therefore, a comparison is made of the preschool teachers' implicit expectations in two socio-economically distinct areas, hoping to contribute to equality work in preschool. Observations and interviews were conducted at four different preschools, with four preschool teachers in two different socio-economic areas. The material was analyzed with a hermeneutical approach from a norm critical and intercultural perspective. The result points out that the implicit expectations of preschool teachers on children's ability to be independent and to acquire knowledge are reflected in their work through different types of involvement in children's play and activities. The preschool teachers in the socio-economically deprived area were more involved in the children’s activities and introduced materials to a greater extent than the preschool teachers in the socio-economically privileged area. The preschool teachers in the socio-economically deprived area also put more emphasis on subject-oriented activities than the preschool teachers in the socio-economically privileged area. This opens for further investigation as to whether children are affected by the different methods of preschool teachers work.