Media brings attention to the concept of preschools being in large need of more male teachers. In order to implement an increase of male teachers, various methods have been employed, most of which are based on the concepts of gender and equality. In question however, are the views of present teachers on the need for male teachers, and their expectations of those men! Or in other terms: What particular type of men are requested? And how does this correspond with the gender patterns induced by male teachers in their daily practical work? The purpose of this survey is to analyze expectations of male teachers and their role in the preschool context, through a gender perspective. I want to shed light on this purpose based on two questions: What “kind” of men are requested by the present teachers? and Which gender patterns will the men induce to their daily work chores, and to their interaction with the children? The survey was conducted by means of interviews, polls, and observations, and the results were obtained from two preschools of which one in particular has extended focus on gender issues. The results are analyzed from a gender perspective, along with the concept of gender systems, and is discussed in relation to former research in the field. The results reveal that the teachers theoretically pose equal expectations on male and female teachers, which in this event implies that both should perform similar tasks in order not to code specific tasks by a specific gender. The practical every day chores largely reflect this, but the results also show that gender segregation easily can occur, especially when allotting chores. Another conclusion would be that despite the teachers’ strict focus on a similar attitude toward boys and girls, along with the intention to not perpetuate stereotypes about women and men, boys and girls, femininity and masculinity in the interaction with the children, situations still occur in which this happens.