The purpose of this study is to shed light on how the preschool education can preceive the meaning of the concept of teaching and as consequences of the formal activity. The ambition is also to create an understanding of the possible anxiety that educators may experience in connection with teaching activities. With a hermeneutic theoretical approach to science, this study has used qualitative interview studies to problematize an uncertainty about the concepts of education and teaching. It is not only stress and anxiety that has been brought to our attention, but also pressure and demands from what came with the concepts of education and teaching. A difficulty in both practicing and observing in everyday situations, both internally and externally. Although teaching itself becomes both spontaneous and planned occasions this study has noticed other aspects that complicate the concepts. Things that differentiate between the professions of babysitter and preschool teacher have become visible in relation to research issues. On the other hand, not only has this been made clear in the earlier research, but also a lasting and well-known approach from the origin of preschools has been noted. It is after all an significant awareness that follows the active educator as soon as a learning opportunity becomes possible. It is awareness that lays the foundation for the teacher's teaching in preschool.