The concept of STEAM-education (STEAM = Science, Technology, Engineering, Arts, Mathematics) has lately become increasingly influential in many parts of the world. To date, (T) the research literature on STEAM has mainly addressed education for older students, while studies on STEAM in Early Childhood Education (ECE) are fewer. The majority of the (T) existing research on STEAM (in ECE) share a unified and often unproblematized idea about the benefits of STEAM education, describing that the addition of Arts to STEM (automatically) fosters problem-solving, innovation, agency, creativity, curiosity, critical thinking and communication skills in children. Another common assumption is that (T) STEAM-education (automatically) leads to inclusive teaching where all children, regardless of gender, social class, ethnicity etcetera can participate. However, explicit examples of how STEAM education can create inclusiveness are rare. Moreover, (T) many studies that do include examples from ECE practice described as STEAM-education, in many cases mostly concern STEM. (T) The aim of this presentation is therefore to both problematize ideas of STEAM in ECE and contribute with examples where the merging of Arts and STEM in preschool education can lead to inclusive teaching and learning. The presentation is built around a number of agential cuts (Barad, 2014) from a current Swedish research project on STEAM and gender in preschool. For example, the agential cuts show how the interplay of movement, embodiment, force, drawing and biology, as well as dance, sounds, mathematics, technology and visual arts enabled inquires that interfered with and transgressed traditional norms connected with both Arts and STEM.