This study, with an intercultural perspective, aimed to find out which groups of people and what type of norms was most commonly represented in the examined children’s literature of two preschools and one preschool class. This study also aimed to find out how teachers at these work places work with this literature. We wanted to find out what teachers believe is important to exist within their books, and what the work regarding the subject of children’s literature meant to them. Our methods to gather data have been to conduct qualitative interviews with the teachers and quantitative analysis of their work place’s children’s books. The result showed that the teachers believed that having conversations about the books are particularly important, both for the children’s language development, but also to learn more and to be able to describe their own feelings. The study of the examined children's literature showed, among other things, that boys are more commonly represented in main roles than girls, and that animals make up for a big percentage of the main roles as well. The study also showed that people of foreign ethnicity, people with disabilities, as well as parents in same-sex relationships were for the most part absent in the examined children’s literature.