The purpose of this study is to examine how preschool teachers’ and childminders’ perceive parental/guardian influence in preschool. This qualitative study is based on individual interviews with five preschool teachers and childminders representing a wide range of professional experiences and backgrounds. A phenomenographic approach was used to highlight the variations in the way parental/guardian influence was perceived. The variations were then analysed using Alasuutari’s (2010) horizontal and vertical frames of power to determine power relations between preschool teachers/childminders and parents/guardians. The results were further analysed through Moss’ (2007) views on democratic practices in the preschool setting. The results of this study show that both preschool teachers and childminders acknowledge the parental/guardian knowledge and expertise of their own children and place significance on open communication and building a trusting relationship. However, preschool teachers and childminders exerted their professional background when it came to matters regarding the preschool’s pedagogy. This finding alludes to the practice that preschool teachers and childminders attempt to regulate and limit parental/guardian influence under certain circumstances, which is not in line with Moss’ views on democratic practices. In addition the study found that an uncertainty exists among preschool teachers and childminders in regards to what parental/guardian influence actually means.