Introduction: The aim of this study is to investigate whether the corona pandemic has influenced preschool teachers' prerequisites to teach in preschool settings. We want to examine preschool teachers' experience of teaching under the influence of a pandemic and how that experience compares to teaching before the pandemic. By teaching we mean planning what to teach, how to teach and if the preschool teachers indeed have been able to implement what they planned to teach. Method: We study this with a phenomenographic research approach where the participating preschool teachers' experiences and thoughts are the main focus and where the material therefore is analyzed with a hermeneutic approach. This approach combined with the restrictions and recommendations of the pandemic, has affected our choice of method. Considering the pandemic, the data was gathered using qualitative questionnaires via email, with open questions where the preschool teachers’ have had the opportunity to answer the questions using their own words. Theory: The result has been analyzed from two perspectives; one is a theory about teaching from variation. The idea is that knowledge is learned through variations within the learning subject and the outer world combined. This theory is called variation theory. The other perspective is called developmental pedagogy which includes the teachers’ ability to see children's potential and relating the development of that potential to their own role as teachers, with an emphasis on the influence they themselves have on the learning situation. Results: The result from preschool teachers that have been participating in this study points to negative consequences due to an extensive absence of pedagogues', high level of stress amongst the preschool teachers’ and a change of priority from teaching to caring. In addition, the teachers also feel that the pandemic has limited their communication with the principal. On the other hand, teaching has been possible, but through new strategies and changed approaches. Conclusion: The participants felt an uncertainty about children ́s and pedagogues’ presence, reduced support from the principals and an increased feeling of stress. This has led to reductions and pauses in the planned education. Further, the teachers have also experienced a development in their teaching strategy and a positive impact on teaching in relation to the outdoor environment.