The purpose of this study is to investigate if and how preschool teachers work with and relate to children’s interest in popular culture, what opportunities and challenges they see in using popular culture as an educational tool and what experiences preschool teachers have of parents’ attitudes, with regards to preschoolers' use of and interactions with popular culture. Media and popular culture are a big part of children's life today and the curriculum for preschools (Lpfö 18) emphasizes that we should work with digital tools, as well as dictating that the education should be based on the children's interests, which in our experience is often centered around popular culture. 

This study is qualitative, based on empirical material obtained through qualitative interviews. Eight preschool teachers from six different preschools have participated in the study. The results were analyzed using the sociocultural perspective as well as previous research on popular culture. 

The result of the study shows that most preschool teachers work with popular culture in preschool in one way or another. The study also shows that preschool teachers' personal views and attitudes with regards to popular culture affect whether and in what way the children's interest in popular culture is utilized. Although preschool teachers are aware that children have a strong interest in popular culture, some of their interests are excluded because the teachers mean that they are not exploratory or educational enough. The preschool teachers in the study describe both the challenges and opportunities of working with popular culture as an educational tool. Above all, they mean that many programs, films and games contribute to norms and stereotypes, but that they see it as an opportunity to explore such issues with the children. Using the children's interest in popular culture as a starting point, they see opportunities to develop different learning processes and children's identities. The conclusion of the study is that preschool teachers' awareness regarding, interest in and knowledge of popular culture is reflected in the nature of the interactions with the legal guardians, and in how the preschool teachers choose to take advantage of popular culture in the educational activities.