The purpose of this essay is to explore how one goes from theory to practice ina gender equality work in preschool by examining how preschool teachers havereceived and worked with a support- and inspiration material that a groupwithin the education administration in Umeå township has developed. I haveconducted qualitative interviews with four preschool teachers with a focus onan equal conversation in order to advocate that research is created ininteraction with others. With the analytical method InterpretivePhenomenological Analysis (IPA), the preschool teachers' experiences andfeelings have been analyzed and then interpreted with the help of institutionaltheory and Sara Ahmed's (2012) phenomenological theories about diversitywork within institutions.The results show that preschool teachers believe that it is important to work forgender equality in preschool. They also believe that there are benefits toworking more broadly and including more social categories than gender, andalso critically examining norms in preschool. Furthermore, the results showthat there are difficulties and obstacles within the organization that affect howthe support- and inspiration material has been received and worked with. Theseinclude challenges in going from theory to practice, fear of conflict withcolleagues, uncertainty about, and different interpretations of the concept ofgender equality and lack of leadership. In summary, it can be said that it takesmore than just distributing a gender equality material to create change in thedirection of increased gender equality in preschool. / <p>2022-06-02</p>