The paper sheds light on preschool teachers' experiences with the plethora of parents' WhatsApp groups in Israel. Using a social constructivist approach, we conducted discussions with twenty-five preschool teachers. We argue that WhatsApp as a social medium contributes to the de-skilling of the preschool teachers' labour. We identified three types of ambivalence in the teachers' comments regarding interactions with and among parents: (a) instrumental ambivalence celebrates technology's efficiency while witnessing a shift in long working hours and a need to justify their pedagogical decisions; (b) substantive ambivalence indicates the intensified tendency to hold teachers in a need to engage in public relations; (c) critical ambivalence demonstrates a turn from a professional discourse between parents and teachers to a surveillance and accountability discourse. We conclude that the intense supervision by parents afforded by WhatsApp groups contributes to the de-skilling of preschool teachers' labour by turning a caring profession to a managerial practice.