In Sweden the preschool is regarded as “the child´s first school” and a part of the educational system. Most children aged 1-5 attend preschool, where daycare and education are combined. The preschool is the start of the “lifelong learning” and the importance of an early start in this institution is underpinned by the government. Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to highlight how the preschool teachers’ view the interaction with parents in relation to children’s introduction to preschool, with focus on their talk about the parents’ position in the introduction process. The results are drawn from focus group interviews which have been conducted with seven preschool teams in Swedish preschools. Data was analyzed in the positioning theory tradition. The results show that the parents’ involvement is important for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the parents’ involvement during the introduction period is central for creating a complete picture of the child, and that it may be seen as an evaluation and co-operation practice for the parents and the preschool. New parents’ subject positions emerge: the parents are active actors and team members in the introduction process.