This chapter examines conflicting values in a study on educators’ talk about everyday practices in preschool. The aim of the study is to identify how different values create meaning regarding efficiency in educators’ conversations about everyday practices with children in the cloakroom. The research questions are as follows: How does the discourse of efficiency emerge from educators’ conversations? What different values can be identified in the educators’ descriptions of everyday practices in the cloakroom? The theoretical and methodological frameworks are based on Fairclough’s critical discourse theory. The textual analysis revealed metaphors and identified implicit values in the educators’ utterances. The results highlight a network of various values in the educators’ talk, which are connected in complex ways. They represent different discourses struggling to occupy a hegemonic position in the educators’ utterances. This indicates an ongoing process of restructuring or change in the social relations in preschool and in the identities of the preschool educators.