This contribution focuses on characteristics of teaching for sustainability in Swedish preschools. The study is part of a much broader R&D programme where in total almost three hundred preschool teachers/managers collaborate with a researcher group to which we belong. The participants (N=170) were asked to answer a question in an e-mail-questionnaire about their views on sustainability teaching. On average a participant answered with 28 words, but obviously there was a big span, from 1 to 339 words in a single answer. In the word material (consisting of about 4800 words in total) we looked for common and prominent words, words used only low-frequently or not at all, and other patterns. We identified nineteen words that were used about 20 times or more. Among these words were: sorting, environment, material, recycle, water, food, sustainable development, and compost. More qualitatively we also looked for patterns/traces based on the three main didactic questions: Why? What? and How?. Based on these and other results we will discuss what can be meant with didactic modelling for sustainability in preschool. In the presentation we will also compare the preschool teachers’/managers’ views on sustainability teaching with their corresponding views on teaching about science, technology and health.