The purpose of this qualitative study is to gain knowledge about the attitude of preschool teachers and to understand its role in linguistic development of multilingual children.  In this study, we interview eight teachers who work in multicultural preschools. Qualitative assessment of the interviews demonstrates the use of multiple knowledge sources and working methods, which help in developing the linguistic capabilities of a multilingual child. The results also make it clear that one knowledge source is similar among all preschools teachers. Most preschool teachers bear a positive attitude towards collegiate learning as the concept of knowledge source. Experience and knowledge of colleagues have the best available and essential skills in this context. Their working methods vary due to the nature and backgrounds of children. In addition, the results highlight the need for further education of preschool teachers and support on issues related to children's language and culture.