The purpose of this study is to explore two Swedish preschool teachers’ difficulties and possibilities in the practice of ‘becoming’ in their roles as pedagogical leaders in work teams that consist of several different professions. The choice of research area is primarily based on the increasing focus on preschool teachers' pedagogical responsibilities in educational settings due to the new guidelines in the Swedish curriculum for preschool which was implemented summer of 2019. Six different scenarios regarding interlockings in work teams are presented from interviews and analyzed through Deleuze’s concept of reading intensively which involves the process of reading for identifying sudden moments of changes, stutters. These scenarios are presented through narratives and analyzed by using the concepts from Deleuze and Guattari’s theoretical framework such as ‘nomadic thinking’ and ‘micropolitics’.  From the ‘stutters’ found in the preschool teachers’ usage of language, possibilities, ‘lines of flight’, act as guidelines for understanding their ‘becoming’ in the pedagogical leadership role. The findings of the preschool teachers’ ‘becomings’ are varied and dependent on the ten­sions and interlockings that arise from their situation descriptions. In the first respondent’s case, two deadlocks occur as a result of her not delegating. Tensions arise as a result of differences in opinions regarding the range of activities and the childcare colleague's lack of initiative in the pedagogical activities. In the second respondent’s case, the deadlock occurs as a result of a colleague objecting to performing the assigned task. The tensions arise as a result of an unclear division of roles between preschool teachers and child caretakers, followed by conflicting opinions between two reflective perspectives and finally conflicting opinions when it comes to children's influence in activity planning.