The Educare model has been represented in Swedish preschool history from the 1970s onward and is described in the Swedish preschool national curriculum. This curriculum presents a holistic view of care, learning, and development. Currently, Early Childhood Education and Care preschool teachers in Sweden have been presented with a new keyword – “teaching” - in preschool practices. The addition of the term “teaching” has placed a high emphasis on strengthening the teaching mission in the Swedish preschool nation curriculum. As the focus of preschool has been adjusted and shifting towards knowledge, and education, preschool teachers do not know how to maintain the Swedish preschool tradition and at the same time, strive for curriculum goals. Care has been seen as secondary in the context of the new demand for teaching. There are some questions and concerns regarding how much room is given to care in teaching situations. This study investigates how care is conducted and understood by Swedish preschool teachers in teaching activities in previous research studies. This study may highlight the tension not only between care and education but also the reformed curriculum and teacher’s insights about care and teaching in their actual practices. The research questions are: What is the position of care that is given in teaching activities by Swedish preschool teachers in previous research?; And how does the characteristic of care support teaching practices by preschool teachers in Sweden? The Developmental Pedagogy Theory was used to analyze data in four articles, with the purpose of investigating the position and characteristic of care according to preschool teacher’s perspectives. Analysis of this systematic literature review raised awareness of not only the multilayers and flexibility of care in teaching practices but also the interconnection between care and teaching in Swedish preschools.