The aim of this study was to examine the experiences of sensory therapists in working with children with sensory integration disorders and their opinion about what knowledge should preschool teachers have about children with sensory integration difficulties to be able to work successfully with them. The total of 13 sensory therapists, experts in the field of sensory integration difficulties, participated in a semi-structured interview. The analysis of previous findings related to sensory integration and this disorder, as well as the results of this research have led to several relevant findings. The main characteristics that the study participants notice in children with this dysfunction are deviations in motor development and especially dyspraxia that leads to the appearance of difficulties in play. Speaking about specific needs, they pointed out that they are always in line with the type of disorder, as well as sensory areas that are dysfunctional and they are met by sensory diet activities that are essential for keeping the child's body in balance. Research participants believe that preschool teachers should be familiar with developmental milestones, especially sensorimotor ones, in order to detect the presence of this disorder. On the other hand, in order to be able to work with them successfully, it is important that they know the basic theories of sensory integration, as well as strategies which they could use on a daily basis in direct educational work. However, according to the participants, the most important thing is that preschool teachers have good observational skills, are empathetic, sensitized and willing to cooperate in an interdisciplinary environment. Finally, the results of this study indicated the importance of continuous research on the sensory functioning of children in early and preschool age and the need for additional support for children with sensory integration difficulties.