This study looks at what kindergarten staff do in order to identify and help children with internalizing behavior. The five participants in this qualitative interview study were employees in two different kindergartens in Oslo, Norway. One kindergarten was small with traditional grouping, while the other one was a large kindergarten with flexible grouping. The main research questions was «What do kindergarten employees do in order to identify and help children with internalizing behavior?». Three subquestions were added regarding to what extent the kindergarten has any routines for identification of such behavior, the prerequisites of the kindergarten employees, and what they can do in order to prevent children from developing internalizing behavior. The data was interpreted through a theoretical framework using Bowlby s attachment theory, resilience theory, risk factors and protective factors and the International Child Development Programme (ICDP). The findings from the study suggest that the identification process is very individual and depends more on the quality of the pedagogues than on the structure of the kindergarten.