Preschool age is a particularly significant developmental period in children, marked by learning to understand and regulate emotions. These processes are crucial aspects of further child development that can play a role in the development of externalized and internalized behavioral problems in children. In order to explore preschool children's anger more closely, the aim of this study was to examine how preschool children understand, recognize and experience anger, which situations cause anger in preschool children, as well as how and with whose help preschool children regulate anger. For this purpose, a qualitative study was conducted at one kindergarten in Zagreb. Data were collected using the focus group method, involving 13 participants average age 6 and a half years of which 6 were girls and 7 were boys. Transcribed data were analyzed using qualitative analyses. The obtained results point to a good understanding and knowledge of preschool children about recognizing anger in other people, but to a poorer recognition of their own anger. In addition, the data speak of peer play as the biggest source of anger, but also family fights and the feeling of lack of attention in the family and also in the preschool institution. In relation to anger regulation, children point to the application of both adequate and inadequate anger regulation strategies and mention primarily family and time spent with family members as a support factor in the development of anger regulation skills. The research revealed potential problems such as children's lack of commitment to recognizing other people's anger, the gap between knowledge about anger regulation and its application, the frequency of application of inadequate anger regulation strategies, the feeling of neglect of preschool children by their families and educators and insufficient influence of educators on the development of anger regulation skills. The mentioned problems are risk factors for the development of anger regulation problems and later on the development of behavior problems. For that reason they need to be further investigated and taken into account when creating programs for the development of social-emotional competencies for preschool children.