This article compares the division of labour between kindergarten teachers and assistants in Norwegian kindergartens and discusses the two groups' perceptions of what kind of knowledge is important in order to carry out their tasks. This study is based on a survey representing kindergartens from all over Norway, and is part of a national research project. Responses to the survey show that differences are fewer than expected, both regarding the kind of tasks kindergarten teachers and assistants perform, and the way they see themselves as qualified for their work. Does this imply that kindergarten culture is less dominated by kindergarten teachers' formal qualifications, and characterised more by common sense and popular views on upbringing? The article discusses these questions in the light of empirical data and theoretical perspectives on knowledge and its impact on professional practice.