In the preschool curriculum there is not much described when it comes to the subject of music. What is written about the aesthetic subjects is related to the overall learning moments, rather than separated into objectives for each subject. The learning includes, among other things, that the children will be offered a variety of cultural experiences. However, there is no explanation to what should be included in the use of music. The purpose of this thesis is to investigate the function of preschool song circles, based on three preschool teachers' stories. One objective is to describe how the song circle is used to develop children's learning and what ideas the interviewed teachers have about how a good song circle should be performed. The study is built on a qualitative method, where the data collection has been done using semi-structured interviews. It focuses on socio-cultural learning and is influenced by Dewey's theories and Vygotsky's theories. The result indicates that the song circle can be seen as a positive experience in which different learning objectives can be integrated during the activity. Functioning as a meeting place for the group members, the song circle also adds social values.