The purpose of the study is to visualize how four preschool teachers working with multilingual preschool children. The study's problem consists of the following questions:  How do pre-school teachers work with the aspect of language of multi-lingual chrildren? How is the use of mother tongue/native language perceived by pre-scool teachers? The methodological approach is qualitative, and all data is collected through qualitative method - interviews. The interviews was conducted in two different preschools, with two pre-school teachers from each kindergarten. We call one of the preschools Glädjen, which is more centrally located in a multicultural area where many of the children are multilingual. While the other preschool we call the preschool Delfinen, which is more centrally located in a Swedish dominatinged area. The theoretical basis I am using to support my study is Vygotsky's socio-cultural perspective and previous research by Anne Kultti (2012), Anders Skans (2011) and Polly Björk-Willén (2006).