The purpose of this study is to describe the conceptions of the Finnish and Estonian pre-school teachers' goals, and the achievement of these goals in their pedagogical work. The study consisted of 60 (30 from each country) interviews with pre-school teachers. The interview data was analyzed phenomenographically. The findings showed that children play the most significant role in pre-school teachers' thought and action. The teachers of both countries emphasized children's holistic wellbeing, social development, learning and school readiness and an emotionally and socially safe environment. The teachers stressed, in similar ways, co-operation with families, teamwork with colleagues, and professional development. The goals were pursued through play, different activities, and interaction. The differences between teachers were linked to different aspects of these goals. The findings give a special cause to discuss play, school readiness, and environment.