The running of a Swedish pre-school is not just about taking care of children but involves incorporating educational activities that follow curriculum guidelines. In addition, time must be allocated for planning, discussion, evaluation and reflection. Many pre-school teachers feel that there is insufficient planning time which is needed to follow the established curriculum guidelines for kindergarten. Due to the rising numbers of children per class, and the obligation to document and evaluate everything, pressure and lack of time has become a significant issue. The purpose of this study is to investigate four pre-school teachers´ views on pedagogical planning and reflection time. Questions to be answered include: 1. How does a pre-school team incorporate planning, documentation, evaluation and reflection into their program? 2. What are the opinions of pre-school teacher’s in terms of planning, documentation, evaluation and reflection? 3. In their opinion, how does the planning, documentation, evaluation and reflection affect their program. 4. What is the time allocated for planning used for and how do they prioritize it? To answer my questions, I interviewed four preschool teachers from two different preschools. The theoretical concepts of this study are based on reflection, reflection in action, reflection over action, as well as child perspective. The investigation findings conclude that preschool teachers feel that the time allocated for planning and reflection is insufficient. However, there is also agreement that additional planning time should not be taken from time spent with the children. Reflection and making decisions based on child perspective were found to be significant aspects and the starting points for these four preschool teachers and the running of their respective preschools.