Our aim in this article is to examine policy discourses that promote positional changes for the preschool class in the Swedish educational system. The preschool class is currently going through a watershed period, which is characterized by uncertainty regarding its position in the education system. In this article, we explore changes in the Swedish education system by analysing policy documents from 1997 to 2017 with a specific focus on the positional shift of the preschool class. The departure point for our study is that policy relates to the concepts of subjectification, qualification and socialization. In addition, we examine how these goals in education are to be achieved and the educational restructuring required to do this. The findings show that policy discourses about the preschool class have shifted from pedagogical arguments about the benefits of pedagogical integration, consensus and the move of preschool pedagogy into school education, to more school- oriented, knowledge-economy arguments about increased goal achievement. Schoolarization describes a positional shift in the education system that contains two collaborative processes: an approach towards school content, goals and forms for teaching and a distancing to the content and goals formulated for Early Education and Care.