Abstract The purpose of the study is to contribute further knowledge about preschool teachers' didactic choices when they plan and implement teaching in of sustainability and more precisely shed light on how preschool teachers adapt their work to promote newly arrived children's knowledge of sustainability. Eight preschool teachers from four preschools participated in the study. To get answers to the purpose of the study, the method structure telephone / zoom interviews was used. To analyze the interview material, a thematic / qualitative analysis was used as a research method. The results from the interviews show that preschool teachers are aware of the importance of sustainability development in children. When it comes to using picture books, the results show that preschool teachers do not use the multicultural possibilities that children's picture books offer to highlight different alternatives of sustainability education. The study also shows that some preschool teachers believe that they need competence development, while others believe that they do not need special knowledge to teach the newly arrived children about sustainability.