The aim of this study was to examine how five preschool teachers integrate aesthetic learning processes in their teaching, as well as exploring the teachers’ perceived pros and cons of these processes. The study was conducted by observing and interviewing five preschool teachers from five different schools. The results show that the participating teachers implement aesthetic learning processes in their teaching in several different ways by using activities such as drawing, singing, creating, and designing. These activities were mainly used to develop the students’ knowledge in other subjects as well as expanding their overall imagination. However, the teachers could identify some challenges in working with aesthetic learning processes. These included challenges in being able to involve every student in each activity as well as making them work in groups.