The aim of the study is to investigate preschool teachers’ experiences and perceptions of the phenomenon popular culture in preschool. The study includes eight preschool teachers. We have used three concepts from a phenomenological perspective as our research approach, which are life-world, meaning and essence. To gather the material for the study, we have used a qualitative semi-structured life-world interview technique that gives clarity of what should be investigated and also gives more profound answerers from the preschool teachers. In the analysis, we have had our point of departure in Giorgi’s phenomenological analysis to find the essence of the preschool teachers' perception and experience of popular culture in preschool.

Our research questions are: How do preschool teachers perceive the concept of popular culture? How do preschool teachers experience the use of popular culture in preschool? What obstacles or opportunities do preschool teachers see in use of popular culture in their work?

Our result shows ambivalence amongst the preschool teachers towards popular culture in preschool. This is manifested through preschool teachers’ resistance to popular culture in preschool as they feel that popular culture toys, violence and stereotypical characters are troubled. At the same time they experience there are potentials such as children’s interests and learning possibilities.