Professional roles in preschool have long been unclear and the child minders and preschool teachers have long had much the same tasks. The following study deals with this area and with the views of the child minders and preschool teachers, we want to find out and highlight their views and what reflects the two professional roles. The survey also sheds light on the perceptions of each other's professional roles in relation to their different backgrounds, policy documents and the changes that have taken place over the years in preschool. Since teaching in preschool is an important area where preschool teachers have a clear responsibility, we want to find out how the professionals perceive the assignment. To obtain the material, we have used qualitative interviews that we transcribed. The interviewees consist of 8 professionals in preschool divided into child minders, preschool teachers and students in pre-school teacher education. In our survey it appears that most preschool teachers/students that we interviewed also had many years in the childcare profession. This is something that we find interesting because the preschool teachers/students have seen the professional roles from different perspectives and with different experiences. Even the child minders in the survey have many years in the profession and great experience. The results show, among other things, that preschool teachers felt pushed away in certain situations when they worked as child minders. At the same time, they also stress the importance of education changing their vision and from that they can understand more why they felt pushed away during the time they were working as child minders. Two of the child minders we interviewed claimed that they do at least as much as preschool teachers and stress that their development is also important because they are equally keen to negotiate and develop, they argue.