The purpose of our work has been to deepen the understanding of conflicts and their implications at preschools. Our interest in conflict has grown during our education and work as substitute teachers. Since there has been no standalone course in conflicts management we decided to further deepen our knowledge by problematizing conflicts among children at preschools. This paper will explore how conflicts arise and get resolved.The theoretical starting point for our studies is Corsaro's childhood sociology theory and ideas. We conducted an ethnographic study with a qualitative method where we observed and took field notes at a small city preschool in the south of Sweden. Our central concepts are peer cultures, access strategies, interactive space and core groups. We chose two different age spans among the children we observed to be able to make a comparison as to how conflicts differ with age and to broaden our views of the conflict origin. The result of our study showed the importance of letting children solve conflicts independently and how educators can support children finding a resolution to their conflicts. The result have increased our insights as to how children's surroundings, identity and current state of mind are circumstances that affect the rise of conflicts.