The purpose with this thesis is to study how two chosen kindergartens work with language stimulation. The two kindergartens are working under different conditions in respect of the Swedish language. The children in the one kindergarten are bilingual whilst the children in the other are monolingual. The study is aiming to see whether these different conditions have any implication for the pedagogues’ way of working.In order to achieve the result, the method of interviews has been used. Six pedagogues have been interviewed, three from each kindergarten. In addition observations have been conducted during two full working days on each of the kindergartens.The theoretical basis of my thesis is a study of Anne Kultti who has conducted a study to see how children with another mother tongue than Swedish can assimilate the normal day in a kindergarten with all its implications on the free play, the gatherings, the meals and the story telling (Kultti2012:75). As this is the latest in respect of research in this field I have used it as the basis of my thesis.The conclusion that can be drawn from my thesis is that the language stimulation work has different shapes in different kindergartens. The conditions of the children groups are not the only influence on the pedagogues’ work with language stimulation.