Background: The request for the Reggio Emilia practice has expanded enormously the last couple of years within the Swedish preschools. This particular practice describes the environment as a third educator. This third educator is supposed to work as - not only a tool - but also a support to ease children's learning experiences and help develop their mind. Previous research has shown that design of, for instance, furniture has a way of affecting the children's learning process and development. Aims: The purpose of this study is to see how two different teams of preschool educators on two differed Reggio Emilia inspired preschools work and handle the physical indoor environment. Method: We started out by contacting Reggio Emilia inspired preschools. Four educators were chosen from two different preschools to be a part of the research. The interviews were held both in groups but also individually Results: The result of the research indicates that the educators are creating an indoor environment with the children's desires and needs in mind. The educators see the need of having different areas within the indoor environment, so that the children can learn from them and therefore enter a variety of knowledge. The indoor environment is there to facilitate the learning process, supporting children through the process of learning during their time in preschool. During our research we learned that factors plays different roles in affecting the shaping of the indoor environment. Conclusion: The research shows that there are factors that affect the educators’ work and process of creating the preschools physical indoor environment. But according to the educators themselves this is never an excuse for less learning for the children. It’s rather the educator’s duty to find solutions and still make the best indoor environment for the children. It is the educators combined creativity and imagination that creates different possibilities for the children's learning process at the preschool.