The following study will examine preschool teachers' descriptions of how to work with language development for multilingual children in preschool. The aim is to highlight different perspectives that preschool teachers use to work with multilingualism. It focuses mostly on different perspectives of reading in preschool and how teachers aim to use reading for multilingual children's language development. The study will also highlight the teachers' own experiences and thoughts about the work to include multilingualism in the daily work. This study focuses on literacy because it includes a variety of ways of learning through communication. Literacy refers to the ability of writing and reading but through a variety of ways to understand, interpret and reflect about the language. Through literacy, visual literacy and emergent literacy was used as a theory to analyze my result. Interviews were used as a method in this study where four preschool teachers from four preschools were included. The teachers worked in different cities with different geographic size and various socioeconomic status. The result shows that most of the teachers work actively to increase the inclusion for multilingual children. Although, they use different ways and perspectives of it. Support in forms of media, visuals and pictures were a common way to establish the language support for multilingual children in preschool. In conclusion the study highlights the active work but also a lot of stress that preschool teachers feel about the important job to include all children in education and to support multilingual children.