The purpose of this paper is to investigate how preschool teachers interpret the revised mathematics goals in the Swedish preschool curriculum. I analyze how some preschool teachers transform, clarify, and concretize those mathematical goals, with a focus on didactic questions related to content: What is preschool mathematics according to the teacher? How can mathematics be communicated? And why is mathematics communicated? I place the study within a curriculum didactic perspective. The key concept is Linde’s (2006) classification of teachers’ ways of approaching a subject. Most of the text is adapted from my thesis (Delacour, 2013).