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Background: Healthcare has long emphasised the importance of interdisciplinary cooperation. This paper explores experiences of interdisciplinary collaboration between public health nurses and early childhood teachers involving consultation with children at early childhood centers. The paper shows in a systematic way, the topics involved in the challenges experienced by public nurses. Objective: To demonstrate in a systematic and descriptive way what challenges arise when public health nurses collaborate interdisciplinarily with early childhood teachers. Method: Method: A qualitative, descriptive study based on a strategic sample of six public nurse informants with experience of interdisciplinary collaboration. With a semi-structured interview guide. Result: Three topics were found to be essential for the experience: 1) Strengthened the role of public health nurse was linked to practical arrangements and how the role identity of the public health nurse was reinforced. 2) Challenging interprofesional collaboration dealt with how public health nurses took the power of definition over the tasks of the early childhood teachers. 3) The potential for public health nurse service involved the experiences of the public health nurses regarding obstacles, related to communicating positive professional gains from the interdisciplinary collaboration inside their own profession. Conclusion: There is great potential for the professional development of public health nurses through interdisciplinary collaboration if they realise that they need to treat and recognise other professions as equal partners and on equal terms.

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