The purpose of the study is to contribute knowledge about how educators in preschool create an inclusive learning environment for multilingual children. Through interviews and a survey as supplementary methods, the study highlights the educators' own perception of their conditions and strategies for including the multilingual children. The results were analyzed by categorizing and thematizing the results and then letting the teachers' self-perceived image form the basis for the formation of theory and the conclusion of the study. The results show that educators want and have many strategies where they mix digital tools with analogue tools. The primary strategies were shown to be analogue and digital books, fairy tales and poems. Future research regarding the inclusion discourse is suggested to investigate various aspects of inclusion and how a larger sample group could provide an additional picture on the subject.