The purpose of this thesis is to examine how educationalists in preschool approach to dance as an educational tool. The educationalists in my study are employed in two different municipalities whereof one of them has invested in dance since 2011 for all educationalists working there. In the other has no general investments at dance for the preschool been made. My purpose of choosing educationalists working in different municipalities is to determine if their approach to dance as an educational tool in preschool differs in relation to the investments in dance. I have chosen three questions to get the answers on my purpose with this thesis. How does personal experience and interests in dance affect educationalists approach to dance activities in preschool? How do my informants narrative about their work with dance in preschool where they work? How does the municipalities’ investment in dance affect the educationalists approach and work with dance? This thesis is based on qualitative interviews with six educationalists. The developments educational theory of how children learn and develop in the framework of preschool is the basis for my understanding and analysis of my gathered empirical data. Some of the conclusions I have found are that the educationalists who are working in the municipality which has investment in dance are working with dance aesthetical and uses dance interdisciplinary.