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The aim of this study was to provide a description of the subject area of tech­nology and the teaching of it in preschool. Three research questions were ad­dressed: 1) What is the content of the subject area of technology in preschool? 2) How do the participants in the study teach technology in preschool? and 3) What aspects of technology does the preschool staff enable the children to learn? The motivation behind the study is the fact that technology is a rela­tively new teaching area in preschool. Research on the topic is scarce and does not provide preschool staff with an adequate scientific basis on which to build their teaching. Data were generated in three phases. First, a questionnaire was sent to 10 % of preschools in one municipality, asking staff what they include in the subject area of technology and how they view the teaching of tech­nology in preschool. Secondly, seven preschool staff who had responded to the ques­tionnaire were interviewed with the aim of providing a more detailed descrip­tion of how technology is taught in their respective preschools. Thirdly, an ethnographically inspired perspective was employed with the participation of two preschool units. I visited them during a six-week period, carried out ob­servations and interviewed staff. The outcome of the research is presented in the form of five individual studies, which collectively provided answers to the research questions. The results showed that preschool staff vary in their de­scriptions of the content of the technology area and how it is taught, with a range spanning from content that does not belong in technology as a knowledge area to relatively complex technological content. Examples of the former were content such as natural science, non-technological skills and tech­niques and the use of technology as a means of learning in other subject areas. Examples of the latter were content such as how a specific technology works, for instance what parts an object is made of and how they are joined together, as well as knowledge of technological systems. The descriptions revealed var­ying levels of competence in the teaching of technology to preschool children, with some staff showing adequate knowledge and confidence and others showing a lower level of knowledge as well as insecurity. It also becomes clear that the intended equality in preschool education had not been achieved in respect of technology education. From the part of this study that was based on an ethnographically inspired perspective it is clear that when preschool staff have the interest and the knowledge needed to teach technology to chil­dren, such teaching can be meaningful to the children and contribute to their learning in accordance with the stated mission of the preschool. The study has relevance for preschool practice as well as for the research community.