The aim of this study is to increase the knowledge about stress among children in kindergarden and to display preschool teachers’ preparedness to handle and prevent stress. The empirical base of the study consists of nine high quality interviews that were conducted with preschool teachers from seven different kindergardens in two different districts. The theoretical starting point in the study is based on Bronfenbrenners system theory, where the whole environment is divided into levels/systems that is seen to influence the problems or phenomenas that occur. The study shows result that preschool teachers are well aware of hoe childrens stress can be related to a variety of levels of our society. In their planning of the educational activities the preschool teachers are focusing and prioritizing a peaceful and harmonious environment for children. They do not use the concept of stress in their planning. From the teachers descriptions and experiences of handling and preventing stress among preschool children, the following three themes were identified: approach, design and flexibility. Large groups of children, staffing and noise levels are seen as factors that they can´t govern, but can be mitigated. Parental co-operation on stress is a highly sensitive question and therefore there is no collaboration between them. The study reveals how the participants own practices can preclude stress, it also indicates the participants' awareness of the complexity of stress and the connection between them. The study discusses how the cooperation between home and preschool could be extended as a step towards prevention.