This project aims to examine how preschool teachers creates opportunities for parents to be participant in preschool teaching and thereby be a link to their child’s participation. Research has shown that preschool need to welcome children and families based on everyone´s circumstances to facilitate equity otherwise preschool can become a place where an unequal society is maintained (Van Laere & Vandenbroeck, 2017). The project is urgent since parents participation increasingly is understood as an important policy question since it can be related to preschool as an important part of society development (Egilsson et. al., 2021; OECD, 2017; Janssen & Vandenbroeck, 2018; Moss, 2020). The theoretical framework draws upon current theories concerning democratic education and teaching in society (Biesta, 2004; Biesta, 2020). The study is conducted with a qualitative interpretive research paradigm by triangulation (Creswell & Creswell, 2018). Methods for data collection are interviews, participant observation and templates. The analysis is conducted through a content analysis within a hermeneutical approach. All participants received a consent form and information sheet. Transcribed data is pseudonymized. The participants could withdraw from participation at any time. The empirical material is stored according to GDPR guidelines. The findings shows that parents mainly want to receive information but do not want to participate in take decisions. Preschool teachers invite parents to participation, but they don’t talk explicit about teaching. These findings suggest implications for how preschool teachers enables participation and therefore teach through democracy.