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The preschool teaching profession has the responsibility of striving for the objectives of the curriculum that emphasise the importance of children in pre-school receiving guidance and stimulation in order to increase their skills, as well as the possibility of developing new insights and knowledge. By encouraging and taking on the interests of every child in the world of languages, language development is stimulated, which is something that the preschool should attach great importance to (Skolverket, 2016). The purpose of this study is to look at the different ways in which preschool teachers think and work inclusively to promote children's language in connection with high reading, which we investigate with the help of interviews. In total, six preschool teachers from three different pre-schools have participated in the study. Previous studies show that aloud reading has a positive effect when it comes to developing child language skills and that the preschool teachers working methods have a crucial role in how the development will look. The results show that all preschool teachers have a well-founded idea of what aloud reading means for childrens learning and development, and how they want the teaching to look like. Despite this, we can see that the moment for aloud reading usually happens spontaneously and is therefore not seen as a planned activity