Participation is an important factor for preschool quality and with participation comes both possibilities and challenges. The aim is to explore guardians’ perceptions of participation in Swedish preschool using Buber’s understanding of dialogue in interpersonal meetings. The research questions are: How do guardians describe participation in preschool? How do guardians perceive their participation in preschool teaching? Conducting interviews with 20 guardians resulted in the emergence of four themes. The results show that guardians have different perceptions about what participation implies. They describe that they want to be participating but settle with being informed. Guardians find it optional to participate in the decision-making concerning teaching. A conclusion is that preschool teachers need to be in dialogue with guardians about how participation can be understood in their specific context. Another conclusion is that competence regarding the importance of continuous dialogues needs to be addressed towards preschool teachers to promote guardians’ participation in teaching.