This study reflects Estonian preschool teachers' perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of "child in need" and abuse, and they have had experience with such children in their classes. However, emotional neglect and abuse are more difficult to identify than, for example, physical abuse. The study indicates the need to find ways to support teachers' competence and confidence in identifying and reporting cases of children in need. Practice implications are discussed and recommendations for future research are outlined.