This study investigates views and experiences described by Swedish preschool teachers regarding inappropriate and unprofessional physical touching between educators and children. The empirical material consists of semi-structured interviews with 30 preschool teachers. The interviews were analysed with thematic analysis, and further examined in the light of the concepts ‘becoming’ and ’being’. The results show that educators consider it inappropriate and unprofessional for staff to grab or restrain a child, or to touch a child without observing the child’s signals, as doing so violates the child’s integrity. It is also deemed wrong to carry or ‘help’ a capable child, as this is considered undermining the child’s agency. Further, to kiss a child is also deemed inappropriate and unprofessional. The informants have, however, slightly different approaches and experiences regarding kissing. The results show that preschool teachers struggle with these issues. The boundaries between appropriate and inappropriate touching may be difficult to draw up. And in concrete situations, the concepts ‘becoming’ and ‘being’ are not always easy to separate. The study concludes that both preschool teacher education and workplaces should pay attention to the subtle, but culturally and socially permeated, issues of touch.