The purpose of this study was to find out how preschool teachers consider to take care of childrens outdoor play in order to achive an increased language development among the children. Focus lays on both the things that happen in the outdoor enviroments as well as on how the preeschool teacher approach childrens play to promote the language development. The study was made through qualitative interviews and I interviewed five preeschool teachers on three different preeschools. The results shows that preeschool teachers sees both them selfs but also childrens peers as important rolemodels when it comes to the childrens language development. To participate in plays as an adult to challenge the children linguistic was not uncommon but also to create new children constellations was a part of the work in the outdoor enviroments. The results also shows that the preeschool teachers saw them selfs as just as important as the material to attract to new plays in the outdoor enviroment. The fact that the children developed their language constantly through play was something all the preeschool teachers agreed on.