The aim of the study is to learn more about the way preschool teachers work with Information and Communication Technology(ICT). More specifically, this study aims to explore how preschool teachers describe their experience of ICT, the conditions and opportunities to work with ICT, and their own knowledge and competence in the use of digital tools with preschool children. The research method consists of interviews with preschool teachers and observations at five municipal preschools in Stockholm as well as an analysis of the relevant passages in the Curriculum for the Preschool and the Curriculum of Stockholm city. This study shows that there seems to be great variation in the amount of ICT tools present in preschools. Preschool teachers expect a lot from ICT, and the improvements that it can make on their work. They express that the preschool has to meet the demands of an ever-developing society with respect to information and technology. They also recognize the importance of letting children use ICT tools, which are already familiar in the home environment. In the preschool, ICT is used as a part of the teacher-led activities and in theme work with the child group. Experience-based activities are also created with ICT tools. The rules and norms regulating ICT at the preschools include how the new devices, especially the tablets, should be used in preschool activities and what the mutual approaches at the preschools should be. These discussions are still active in this study and the preschool teachers seem to be looking for a quick fix, a simple manual that can lead them forward in their work with ICT.