In many countries, demands have increased on preschool teachers to plan and perform activities that develop children’s abilities and knowledge in subjects like language, mathematics, science and technology. However, a number of studies have shown that preschool teachers do not understand or know how to apply the concept of teaching in preschool practice and that the teaching of technology is insufficient. In an ongoing study, we aim to explore how preschool staff members’ knowledge of technology affects their teaching of the subject. We present part of this ongoing study with the aim of understanding both what Swedish preschool staff view as technological content in preschool education and whether this view is consistent among staff. A questionnaire was administered to preschool staff in a Swedish municipality (N = 184), in which they indicated their agreement with statements regarding whether certain situations or activities involved technology teaching or learning. Factor analysis and cluster analysis were performed. The results show six groups with different views on the content of preschool technology education. The analysis also revealed some significant background factors for each group.