The purpose of this study is to generate knowledge about preschool teachers’ perceptions of working with children in need of special support. Based on this purpose, three research questions were formulated. The study is grounded in a phenomenographic theory to highlight preschool teachers´ perceptions of the work with children in need of special support in preschools. Data collection was conducted through semistructured interviews, which were recorded, transcribed and analyzed. The data was analyzed using a phenomenographic analysis method consisting of seven steps. In working with children in need of special support, preschool teachers perceive that they beat the greatest responsibility, even though special educators contribute with tools and support. Preschool teachers feel that they have substantial knowledge but always need more, particularly in areas such as disabilities. The goal of preschool teachers is for all children to feel included and involved, emphasizing the importance of adapting the environment to meet all children´s needs. Conclusions indicate that collaboration between professional groups is crucial to providing the support they need. There is a need for more knowledge about specific diagnoses, and it is important to adapt to the environment so that all children feel included and empowered.