New norms and values introduced into preschools through curricula changes require teachers to adapt their teaching. However, in making adjustments in order to increase children’s agency, teachers can loose sight of how they wield their own power. In this project, a professional development facilitator worked with five Swedish teachers. Although the preschool teachers considered their primary role to be carers who resisted interfering in children’s explorations, the initial analysis suggests that they were wielding considerable power in their interpretations of what was occurring. Consequently, it has become important for the professional development facilitator to unpack with teachers the power that they wield in order to develop their teaching. This project description discusses initial ideas for doing this.