Due to the difficulties in the development of communication, language and speech, children with Down syndrome (DS) are common users of speech and language therapies. Interests are of clinical significance in speech and language therapy because they influence the forming and implementation of therapies themselves. Moreover, atypical and restricted interests are part of the diagnostic criteria for autism spectrum disorder. The qualitative and quantitative differences between typical and atypical interests are still insufficiently explored. The aim of this study was to determine the content, range and intensity of interest present in pre-school aged children with DS. The first problem involves the comparison of the interests of children with DS and children of typical development, and the second problem was the comparison of the interests of children with DS in relation to gender. The questionnaire consists of 15 open-ended and closed-ended questions related to: habits of using electronic devices, activities and games, symbolism, semantics and atypical behaviors. The questionnaire was filled by parents of children with DS and the sample consisted of 33 children (19 boys and 14 girls) aged 2 to 6. The interests of children with DS did not appear to be atypical in any of the examined particles, but are similar to the interests of children with typical development. There were found statistically significant differences in the interests of boys and girls. Boys’ interests more often include genderstereotyped toys and activities such as means of transport (cars, trains, planes, etc.), balls and physical games, while girls have a higher intensity of interest in numbers and / or letters and cartoon figurines. It is evident that referring to past events and retelling children's stories and cartoons is common in both genders, but more in girls. On the other hand, conversations about nature (how things work), animals, food and cooking, games and toys and means of transport are more common in boys. Despite the inability to generalize the results due to the small sample and some methodological limitations, obtained data can be useful in work with preschoolers with DS. It is needed to use strengths of these children and to provide them a context, through interesting content, that will encourage the development of their abilities to make their functioning in everyday situations more successful and independent.