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The purpose of this study is to describe the variation in how preschool teachers relate to reading aloud for language development purposes. I have interviewed five preschool teachers from three different preschools in central and south Sweden. The interviews were semi-structured and the study has a qualitative approach. The study uses socio-cultural theory as a theoretical framework.Previous research confirms that the practice of reading aloud plays an important part in children’s language development. Reading aloud promotes children’s vocabulary and language skills. It is important that preschool teachers present books in a didactical and educational way. They must also involve the children before, during and after the reading sessions. Teaching must be adapted to the reading level of each individual child. The preschool curriculum emphasizes the impact of letting children take part of varied read aloud sessions. The respondents expressed that reading aloud is an important contribution to children’s language development. The study further showed that reading aloud was a daily activity, often taking place several times a day. The selection of books was mixed and they were easily accessible for the children. The way the books are presents for the children is also important. With different voices, mimicry and gestures the preschool teachers can contribute engagement. Reading aloud is an important way to create interest in books. Encouraging children’s interest’s and participation during the reading aloud is an important way of developing children’s vocabulary and language skills. Reading alouds gives the children opportunities to participate in social contexts and thereby become a part of our democratic society.