This study examines active preschool teachers' perceptions regarding analog versus digital read-aloud practices. It explores how analog and digital read-aloud sessions impact children’s language development and daily use. Thestudy is grounded in a phenomenographic theoretical framework. The primary focus is on the preschool teachers’ perspectives and their variations.The study considers and investigates various contexts, such as adequate digital competence, multilingualism, socio-economic conditions, and preschool teachers' right to professional development. It emphasizes the effects of read-aloud practices, how different contexts can influence them, and how reading aloud is used as a tool. The study is based on seven qualitative, semi-structured interviews.The study's findings revealed divided opinions on analog and digital read-aloud practices. Analog read-alouds were found to promote a dialogic reading environment, particularly with younger children, where closeness is important for fostering a sense of security. Most respondents indicated that digital read-aloud sessions have the potential to include a greater number of children in the activity.The results also highlighted that in conversations with preschool teachers, Polyglutt promoted multilingualism, which is regarded as its primary purpose. However, the platform is often used during rest periods, making it appear more like a disciplinary or passive reading situation. Some participants noted that for younger children, the sole perceived purpose of Polyglutt is to support multilingualism.The study found that all participants identified both advantages and disadvantages of analog and digital books. However, analog books were perceived as the most beneficial for fostering children’s language development. Digital read-aloud practices were primarily seen as supporting multilingualism but were deemed to require more developed strategies from preschool teachers.