The aim of this study is to discover how preschool teachers use their power toward children in circle time, and the different types of strategies of resistance children express as a response to the teacher's power performance. The analys is based on Michel Foucault's theory on power. This study focus on circle time in preschool, which plays a central role in daily activities where norms and rules create expectations for children about how they should behave. According to Foucault ́s theory the power exist where there is resistance. Norms is often used as a power implement in these contexts. We have used a qualitative method for this study, and observations have been made to collect data. The observations take place in two different departments in a preschool in Stockholm. This study shows that circle time still has the same structure today as it did when it originated in the 1800s. This structure includes the children being placed in a circle and that an adult who oversees leading the activity, which is a group adapted activity. The results also show a distinct power structure at circle time in preschools and that it affects children's choice to resist. Which indicates childrens impact and participation in preschool. The results of this study show that preschool teachers also have different personal approaches and rules during circle time. Which means that children will not adapt to the general rules in preschool as much as they adapt the leading teachers approach in circle time.