Purpose: Reading aloud to children and having a conversation about a book, which is read to them, has attracted much attention as important factors that influence children's language development. Language development for children is one of the most important tasks that the preschool- teachers have, and according to “Läroplanet”, all children must have the opportunity to develop their language. The aim of this study was to examine how reading aloud, and by letting them speak about a certain book, “boksamtal” impacts preschool-children`s ability to develop their language according to preschool- teachers. Method: I have used a qualitative method by interviewing four preschool- teachers. Moreover, I applied a literature review related to the topic. The information given in the interviews has been analyzed by the use of socio-cultural theories and previous researches. To get a better answer to the main question of the purpose, I have arranged four sub-queries. These are the following questions: How can reading aloud and book discussion influence language development according to preschool- teachers? How does the teachers describe how reading aloud and book discussion can match children`s interests? What prerequisites and obstacles were there when reading aloud and discussing books according to teachers? How the teachers describe the role of the environment, in which reading aloud and book discussion is taken place, for language development? Results: The study shows that reading aloud occurs as a daily activity in the general preschool. Those preschool teachers we spoke to have been reading aloud to children, but not all of them have actually discussed books with children at all. In order to stimulate children for reading books and let them have a conversation and expose them to books, texts and the literature environment, in which the reading takes place to adapt to their interests, age and level of language skills. Groups with many children are perceived by preschool teachers to have a negative impact on book discussion. Conclusion: My study shows that these preschool teachers are conscious about the positive impact, of reading aloud and letting them discuss their books, on children's language development,  but due to some negative factors , the time deficiency for instance,  they priority reading aloud in front of book discussion. The teachers consider that for development, they must stimulate children`s interest to reading and book discussion, which together with environment around the children must be adapted with children`s age, interest and language skill level.