The aim of the study was to examine critically the roles and pedaogogy of preschool teachers from the perspectives of five- to six-year-old children who had extensive experience of being full day preschool children from the age of two. The participants were 32 children in the oldest preschool group in two preschools in Reykjavik. Data was gathered through photo supported interviews with the children. Photos that the children took themselves were used as a motivation and basis for conversations. The theoretical foundations of the study were the ideology of childhood studies in which childhood is viewed as an important period, contingent on culture, time, and context. The findings of the study show that according to children's conversations about the photos they took in their preschools, their views on the roles of preschool teachers can be divided into; on one hand their interaction with the children, such as: (1) interacting with the children; (2) watching them; (3) supporting; (4) teaching; and (5) helping them. On the other hand, other duties (involving interactions with others) were mentioned. When the children were asked what they liked and did not like about their preschool teachers many of them talked about things that they did or did not do in terms of activities. Some children mentioned also their behaviors or personal traits. (author abstract)