The purpose of this study was to investigate how four preschool teachers experience their discretion in the working team and what is reinforcing and limiting factors for this. The empirical data for this qualitative thesis was collected through interviews with four preschool teachers working in different preschools in Stockholm. I used semi-structured interviews, which is characterized by open questions and a curios and open attitude for me as an interviewer, where I tried to follow the interviewee by asking follow-up questions.

A phenomenological perspective has been used as a theoretical framework for this study. This has led to that I have looked at discretion as a phenomenon and how it is experienced and perceived in the preschool teachers’ lifeworlds. The empirical data were analyzed and interpreted based on a hermeneutical approach.The result shows that a critical factor for discretion in the working team at preschool is their own personal characters ability to "stand up for oneself," without being hindered by the fear to be seen as troublesome. To find good arguments, to give and receive feedback and be able to compromise and include others and have clear procedures was also perceived as reinforcement for discretion. Limiting for the experience of discretion could be the lack of good communication and colleagues who don’t have the same level of education.