The interest of this study was preschool teachers’ experiences of creating and maintaining good relations to preschool children and the children’s response to these relations. Qualitative interviews with nine preschool teachers have been conducted in order to obtain the empirical material. The study has a lifeworld phenomenological approach and the theoretical points of departure are the interhuman thesis of Martin Buber, relational pedagogy and a philosophical caring perspective. The result shows that a good relation between preschool teacher and parents leads to good repercussions in the preschool teachers’ relation to the child. The preschool teachers’ approach concerning the ability to interpret the children’s different body languages, signals and needs is also an important part of the result. Further result shows that creating good relations to the children sometimes can be a time-consuming work. The children have a good ability to choose which adult that most satisfying can meet their current needs. The preschool teachers express the importance of the children’s right to their own emotions, mutual mental communication between child and preschool teacher, joy, positivity, to meet around common memories and an accepting and available environment. The preschool teachers also talk about being true to their own person in their relational work with the children or the children lose their trust in the adult. Different dilemmas were expressed regarding creating and maintaining good relations to the children in preschool and mainly focused on preschool teachers’ different approaches towards the children as problematic.