The purpose of this study is to make a description of various conditions associated with the fulfilment of the values education in Swedish preschools. I want to illustrate stories from different levels of the school system. The questions that are answered are: What discoursesappear in the different group’s descriptions of the preschool’s values education? And: What different challenges and opportunities are they describing? Qualitative interviews were used as the method to answer the questions and were analysed in relation to the study’s theoretical framework, constituted by discourse analytical theory and selected notions from a model of values that constitutes the values education, also used were the concept of peer culture. The results show that a total of five different discourses emerged, each describing different perspectives of the preschool’s values education. However, there is a common distinctive forthese discourses – in all respondents no systematic distinction was made between the varioust eaching objects by which the basic values assignment is determined. A discourse that standsout in particular, namely the discourse which in the study is refers to as Not to step on eachother’s toes. The result show that a significant obstacle to the values education is one’s owncooperation in the work team. Additional themes in the discourses concerns issues of lack of competence and various aspects of competence development. The main opportunities that emerge in the result can be summarized as competence development and a good collaborativeclimate.