The purpose of this paper is to examine preschool educators conceptions on gender pedagogy. Based on preschool teachers own words, we want to get an insight into the use of gender in the curriculum in preschool classes. We also examine the conditions and setbacks of conducting a gender-sensitive educational way of working the curriculum.

In order to examine our research question, we choose the method of qualitative interview, and previous research in the theory of gender pedagogy from a sociocultural perspective, in which social interaction is very important. We have interviewed five educators in preschool classes, all with similar educational backgrounds.

In the results and analyses section the educators' definition of gender pedagogy is presented and how they take part in gender educational theories strategies. The result of the survey show that the importance of the educator’s own approach to and further education in, the subject matter, makes it possible to really understand the gender norms. This contributes to the crucial work in counteracting traditional gender patterns. Everyones participation is required in order to make development work possible.