The purpose of this study is to investigate how male and female educators treat boys and girls in care situations to gain knowledge about whether different demands are asked of children depending on gender. This also relates to the question of how girls and boys are constructed in the treatment and what consequences this may have for their room for maneuver in care situations. Furthermore, the study also intends to investigate how female and male educators relate to both the concept of care, the actual care and how they view the role of care in preschool. By using methods such as interviews and observations of educators in different care-related situations, we have investigated how they view their own care for girls and boys, and what it looks like in practice. In addition, we have tried to get a grip on the importance of care in preschool today, in relation to learning. We have our theoretical starting point in feminist poststructuralism, which together with previous research on female and male educators in preschool and the concept of care has helped us understand our results. The results of our study show that there are many similarities in the reasoning about the role of care in preschool, how you want to meet each child according to its individuality, but despite this, the children provide different types of care based on their gender. We have been able to see that educators think that care is often the most important thing for the children in preschool, but that they rarely talk about care as a prerequisite for children’s wellbeing, development and learning towards society.