AbstractThe aim of this study is to illustrate, discuss and problematize goal-aiming in preschool practice. The study focus on the didactic work of preschool teachers, at a practice action level that includes planning and action. The study could be considered important in times of changes in the context of preschool education with high expectations on the performance of preschools and preschool teachers. The process has been explorative with a hermeneutic approach and the result of the study has emerged in the interaction between preunderstanding, data, theories and new understanding.The study has a critical didactic approach with focus on what may occur as multiple understandings of curriculum goal aiming at a practice action level. The data consist of seven preschool teachers’ narratives about their goal aiming work and the research questions are: •Which different ways to do goal-aiming at a didactic action level occurs in the narratives of preschool teachers?•Which different aspects of complexity in relation to goal-aiming occurs in the narratives of preschool teachers?•Which different norm didactic and critical didactic ideas about goal-aiming occurs in the narratives of preschool teachers?Four different ways of goal-aiming occurs at a didactic action level: pre goal-aiming, post goal-aiming, present goal-aiming, child goal-aiming and environmental goal-aiming. The goal-aiming actions can be understood in the form of a process and emerge like goal-aiming chains.Three different complexity aspects are identified: goal-complexity, learning-complexity and individual-complexity and are being discussed in the result chapter.Norm didactic ideas and critical didactic ideas emerge from the narratives at the same time, which can be understood as multiple understanding. The norm didactic believes emerge in the context of evaluation and the critical didactic believes emerge in goal- aiming action level considering planning and teaching.