This paper reports from a design research study where young children were taught mathematics through problem solving. In the study a sequence of five problem solving lessons were conducted in two Swedish preschool classes. This implies that the children were six years old. This paper will report from interviews made with the children after the sequence of problem solving lessons. The lessons in the study was categorised as work by the children but with difference from how they usually worked. The differences emphasised by the children were that they in the problem solving lessons had been working together with their classmates, thinking a lot, not using textbooks but manipulatives. Further they emphasised that they had got surprised many times. At the same time as these answers say something about the problem solving lessons they also say something about the ordinary mathematics teaching in these preschool classes. This emphasises the need of discussing how much and, especially, in which way young children are to be taught mathematics.