This study aims to inductively investigate how educators and parents experience power relations in collaboration between preschool and home. To approach their experiences and perceptions about the possibilities to affect preschool´s activities and each other´s behavior in the collaboration six qualitative semi-structured interviews were performed – three with preschool educators and three with parents. All the interviews were recorded, transcribed, analysed and summarised according to an inductive approach of thematic analysis. The theoretical basis of this research consists of Michel Foucault´s theory of power and Urie Bronfenbrenner´s ecological theory of human development. The results for this study show that all acts of power in collaboration between preschool and parents are perceived to be embedded in communication and its qualities. Both parents and educators feel that their power to affect each other lies in small everyday actions such as notices, reminders, questions, wonder, information letters and appreciation. The power is experienced by respondents involved in this study not just about what they do but also about how they do it. It is considered most effective to be pleasant, understanding, responsive, to show appreciation. The feeling of safety is perceived by all the respondents as the main reason why power should be exercised. Parents want to feel safe when they leave their children outside their safe zone. The educators are aware of these parents' needs and do everything to make both children and parents feel safe in the meeting with the preschool enviroment.