Mealtimes constitute a significant part of everyday life in preschool and the educational meal is highlighted as a multifaceted phenomenon for children's development and learning but may have different purposes depending on who you ask. The purpose of this qualitative study is to examine and delve into the significance of the educational meal and contribute to an increased understanding of how preschool teachers value the meal and interpret it as an educational mission. The study's research questions are: How do preschool teachers value the educational meal? What learning is related to the educational meal? How can learning and development be understood in relation to how preschool teachers think and talk about the significance of the educational meal? We have conducted a qualitative study where the empirical data has been collected through qualitative semi-structured interviews with five preschool teachers from a preschool in southern Stockholm. To process and analyze our data, we have used thematic analysis. To answer the study's research questions and understand the different dimensions of the meal, we have used discourse analysis as a theoretical perspective together with mediation, upbringing, and a child perspective as theoretical starting points and tools.The results of the study show that there is a tension field where the meal is on the one hand treated as a routine situation with the purpose of meeting children's nutritional needs and conveying social norms, and on the other hand, the meal is seen as an opportunity for social interaction, participation, and learning. The meal is valued as an educational tool for children's development and learning and is described to encompass teaching of various content. Development of social and communicative skills, language, norms and values, mathematical thinking, and understanding of scientific processes are abilities and learning related to the educational meal. Preschool teachers mediate knowledge and learning through language, actions, and other artifacts. A central conclusion is that the view and approach preschool teachers have are reflected in how they think and talk about the meal. Like previous research, our study shows that the meal can contain various dimensions and aspects. Care and learning are integrated while preschool teachers use strategies for upbringing and power. Children's participation, independence, and learning about food and health, are further aspects highlighted as important in relation to children's learning and development.