The main aim of this paper is to analyse the factors related to the professional competences of preschool teachers when working with children at risk of poverty and marginalisation and when creating partnerships with families. Today's modern society is characterised by various social and economic crises that ultimately have negative consequences for society as a whole and for families and children in particular. It is clear that children are the most vulnerable population group. The unavailability of all necessary resources and poverty or the risk of poverty and marginalisation for them can have numerous consequences for their future well-being. For this reason, it is very important to include children at risk of poverty in early childhood and preschool education institutions where a professional relationship is established with them. Preschool teachers play a key role in working with children at risk of poverty and marginalisation, but also in working with their families. In order for preschool teachers to respond appropriately to the challenges, they need to have certain professional competences. During their own professional development, it is very important that preschool teachers achieve an appropriate level of competence that includes cognitive, functional, values-based and personal competences. A professionally competent preschool teacher will be able to effectively and willingly help children at risk of poverty and marginalisation and their families within their fields of influence.