The present research aims at presenting the analysis of the safety school and preschool policy launched by the Chilean Ministry of education in 2003. It deals with the implementation of such policy in emergency context by means of qualitative research methodology. As a main source for this study, the results of in-depth interviews applied to those people responsible for managing the policy were used. Some of the interviewers work for organizations that carry out such task collaboratively. The content analysis revealed tensions at two dimensions: on one hand at the conceptual level, which is generated between what is stated by law and the faculties invested in those organizations related to the implementation of the policies. That is to say: Undersecretary of Early Childhood Education, Intendancy of Education, and Superintendency of Early Childhood Education. On the other hand, a methodological tension has been observed, due to a lack of resources, diffusion of roles but also at little knowledge of the methodological instruments AIDEP and ACCEEDER, which are tools to be considered when executing this policy. It is therefore concluded that both aspects may generate difficulties when taking responsibilities by the professionals of education.