The preschool education in Sweden can be perceived as having a double role. On the one hand it is seen as a mediator of dominant culture, language and imagined nationality, and on the other hand , as a promoter of values like multiculturalism and acceptance of difference. In the paper, we explore how this tension is embedded in the curriculum and in everyday routines in preschool, regarding language and culture. The results show that, while a multicultural approach is highlighted in the curriculum and by pedagogues, dominant cultural traditions and the Swedish language are given an emphasized role.