This paper focuses democratic fostering in different preschools from gender perspectives. It covers the teaching in and about democracy, as well as children’s power-positions and their attempts to affect daily preschool activities. Previous research show how teacher’s expectations on, and attitudes to, different children have impact on children’s way of acting (Eidevald 2011), children´s choices are not neutral, but unspoken influenced by gender norms (Ryan 2005), and gendered power-relationships are not statically realised, but vary depending on contexts (Walkerdine 1990). The analysis is based on Basil Bernstein’s (2000) theories regarding power and control, in combination with gender theories (Arnot 2006; Connell 1987). An interpretative and critical ethnographic approach was applied (Beach 2010), with participant observations to cover democratic processes in daily practice, and interviews with teacher teams and children (Hammersley & Atkinson 2007). Preschools in three districts (rural, immigrant, high-income) were analysed as different pedagogic codes (Bernstein), and with varying masculinities and femininities that children adopt (Connell 1987). A consent form including information about the project and informants rights was provided to all parents and teachers involved. Informed consent was negotiated with the children, and pseudonyms replaced the participants’ names. The results show boys and girls who exert influence in all groups. However, whether their agency were perceived as strong or boundless differed due to local context, as well as if the children´s free play choices were traditionally gendered or not. By showing how power relations interacts in preschools, the quality of democratic education for all children may increase.