Preschool curriculum policies around the world emphasize the role of digital tools in educational practice. At the same time, the availability of tools such as tablets has increased significantly in the last decade. Although preschools have worked with these tools during the last years, little is known about what actual activities teachers implement and perform in practice and how digital tablets can be effectively integrated. In contributing to filling this gap, we used online surveys to probe approximately 500 teachers’ use of digital tablets in their practice. Results showed that teachers believe that tablets increase both collaboration and participation. In connection with the subject of technology, many creative ideas and solutions evolved. Computer programming activities also emerged saliently, which the teachers saw as a means to foster generic skills and subject knowledge. The findings point to digital tablets being associated with preschool teachers’ implementation of meaningful, engaging, self-generated, and rich activities. In helping to integrate emerging digital tools in educational practice, teachers are encouraged to consult online forums, web resources, available online courses, and articles. Teachers are also advised to allocate the necessary time required to plan and implement the work.