This presentation highlights how three- to five-year-old children and their educators perceive and experience the education environment in the Swedish preschool. As with earlier research (Eriksson Bergström, 2013; Lippman and Matthews, 2019; Nordin-Hultman, 2004), a starting point in the research performed is that the physical environment plays an essential role in what type of educational practice can take place in preschool. The theoretical point of departure in the study is posthumanism. The data is analysed using diffractive readings (Barad 2014; Magnusson, 2021) to see the entangled intersection of the children's and the educator's experience of the education environment. The study was performed as a multiple case study (Cohen, Manion, and Morrison 2018), including preschools in three Swedish municipalities. The data was generated using pedagogical walk-throughs (www.ncl.ac.uk/cored/)  with educators and camera tours (Clark, 2010; Magnusson and Åkerblom, 2022) with children. Teachers, children and their guardians have agreed to participate in the study, and the chosen theoretical framework includes ethical considerations throughout the research process (cf. Barad, 2014; Magnusson, 2017). The results contribute to research that touches on the intersection between teachers' and children's perception and experience of the educational environment in preschool and shows how children view the educational environment as a place for play and learning. However, the result can also stimulate educators working in a preschool in their process of designing or re-designing their preschool environment. By also making children's perspectives on the physical environments visible, the result can influence educators and principals in the education practice.