The purpose of this study is to make visible how preschool teachers perceive their work with chemistry in preschool. Semi-structured interviews with a total of eight preschool teachers in different municipalities around the country form the basis of the study's results. Based on the theoretical perspective of variation theory, the study starts with the concepts of aspect and learning object. The results show that preschool teachers find inspiration and information for their chemistry teaching online, for example, from colleagues and their education. Some preschool teachers feel that they cannot carry out the activity due to material limitations, while others do not see it as a problem. The majority of preschool teachers feel that there is a lot of educational material available in chemistry, but the degree to which the educational material is used varies. The preschool teachers describe their work in chemistry based on their role and attitude toward the subject.  Some of the preschool teachers expressed their interest in the subject, while others expressed their uncertainty and fear, which further shows the order in which the subject is prioritized. Economic conditions, preschool teachers' experiences, and the preschool teachers' view of children highlight three aspects that can bring challenges in chemistry. In summary, the preschool teacher's role, attitude, and previous experiences have a signiicant impact on their perception of their work with chemistry in preschool.