The institutional cultures of the preschool class. Based on theassumption that teachers are policy actors, this study aims to identify themeanings given to the preschool class’s institutional cultures in teachers’articulations about the preschool class. This is done by analysingthe values and attitudes that the teachers emphasize as being centralto the preschool class’s mission and teaching. The study builds ongroup discussions with teachers at five schools. The theoretical pointof departure is that institutional cultures are articulated by actors andbecome a tool for them to understand their own role and context, whilealso changing their culture through these actions. Institutional culturesare multidimensional and are articulated as a qualifying institutionalculture, a flexible institutional culture, and an institutional culture thatemphasizes the boundaries of the preschool class.