The purpose of this study is to investigate how preschool teachers provide young children with the option to participate and influence in project work at preschool. To narrow the scope, we have focused on two main questions in this study. The first question is about how the preschool teachers approach the work with children's influence and participation in the project work. The other question is about how the power relationship between the preschool teachers and the children in the project work looks. This essay is based on an empirical study, and can be seen as an experience-based method in which information based on people’s thoughts, experience and knowledge is evaluated. To collect the data for this essay, we have interviewed four preschool teachers, and observed two preschool teachers in their work. In our essay we have used several theoretical frameworks, one is Vygotsky’s theories of learning, called the sociocultural perspective. This perspective can be explained as a theory on how learning takes place in a social interaction with other people. Another theory we refer to is Foucault's theory about power relationship, but we also make references to other different theories about preschool environment and theories about children's participation. The results in the essay show that all the four interviewed preschool teachers have a positive attitude, and work with different strategies to give opportunities for the children to influence and participate in the project work. As conclusion of the study, we can say that it is important for preschool teachers to have sensitivity when working with children’s participation and influence in project work, and always have children's interests and needs as a starting point.