The purpose of this study is to generate knowledge about how the preschool's physical and social literacy environment is used and can be used to support multilingual children in their language and literacy development and highlight the opportunities and difficulties that preschool teachers experience in their work with language development of multilingual children. The questions that are answered are: How do the respondents describe the literacy environment in their preschool department? And: How do the respondents describe their support of multilingual children's language development and their conditions for teaching? Surveys and qualitative interviews were used as the method to answer the questions and were analyzed in relation to the study’s theoretical framework, constituted by discourse analytical theory. The results show that four different discourses emerged, each describing different perspectives of multilingualism in preschool education. In one of the preschool departments in the study, where the teachers seem to have put less focus on making the home language of multilingual children visible in the physical environment, they had a home language teacher who came every week. The children then had the opportunity to develop their home language with someone who knows the language. In the departments where the physical environment more clearly reflected the multilingualism that was represented, the teaching was more focused on including and making children's home language visible. The reason was most likely that no one in the team spoke the children's home language. Most of the preschool teachers in the study expressed that they lacked the conditions needed to be able to conduct the teaching they wanted. Some of the preschool teachers expressed that poorer conditions mainly affected the children who needed the most support.