The purpose of this study was to interview seven preschool teachers' experiences of meeting refugee children in six Swedish preschools. We wanted to find out the conditions underlying the meeting between the preschool teachers' and the refugee children. From an intercultural perspective, we have investigated how preschool teachers', more or less, address the children in relation to their past experiences and cultural background. In this study, we have applied a hermeneutical approach as a method that has allowed us to interpret the preschool teachers' stories of this phenomenon; the meeting between preschool teachers' and refugee children. Based on these interpretations, we’ve acquired a result that shows that children with a refugee background are received in different ways in Swedish preschool. Secondly, our readings show that there is a variation in how the preschool teachers' choose to highlight the child's previous experiences or not. We can also see a difference in what is regarded as important in the reception of the children. There is a difference in how preschool teachers' meeting with refugee children is conditioned by how they relate to the child’s refugee status and cultural background. Our result shows that the conditions underlying the preschool teachers' meeting with the refugee children is either assimilation into existing preschool frameworks, or accommodation to the child’s present situation with regard to their cultural background.