The aim of the study was to explore how trauma focused, dyadic, treatment for preschool children, Child – Parent Psychotherapy (CPP), was experienced by the participating caregivers. CPP has been studied in the US, but never in a Swedish context, why feasibility was an underlying question. Eleven caregivers from five different treatment agencies were interviewed according to a semi-structural interview guide. Interpretative phenomenological analysis (IPA) was used in sampling, data collection and analysis. The results showed four positive themes: developing as a parent by working out understanding, tools, and confidence; children’s experiences of and benefits from CPP-therapy – a caregiver perspective; play as a reflection of trauma and a pathway to communication, processing, and recovery; and the importance of the CPP-therapist: validation, support, and cooperation. A fifth theme touched upon opinions and suggestions concerning the CPP method – more talking and parental time. This theme was partly related to a sixth theme covering perceived barriers of legislation, responsibility, and violence. No need for substantial adjustments of the method were found. The findings support further dissemination of CPP. The method seems to fill a gap in trauma treatment offered to pre-school aged children.