When foreign children first arrive to Sweden, the first contact they get with the local society is through primary school. Therefore, the primary school have the fundamental role to attend the foreign and their families.

The teacher plan for primary schools (Lpfö98) make it very clear that children with foreign background are given the full support in their development in a multicultural society. The aim of this report is to investigate how two pre-school teachers and one school counselors’ work with these newly arrived children in preschool to support their integration in the preschool.

As the role of the primary school is so vital for children with foreign background in this new society, I would therefore like to take the opportunity to explore and show how meaningful the role is of teachers to integrate these children into the Swedish primary schools.

In this report, the theory part is treated based on integration and on the schools suspension to multicultural backgrounds. For this report, I even stress the support of the primary school and how they meet the foreign children and their families. I will also explore how they support the children with the development of the Swedish Language.

According to previous research, the primary school can really play a key role to make things smother for their foreign children’s integration and stop segregation in the society.

The main data for the report is based on quality data method which is based on semi structured interviews. In total, 3 interviews were undertaken with two primary school teachers and 1 school counselor that work together with the preschool and the newly arrived families. All the data from the interviews have been looked at to find out if there are any resemblance or differences.

The results show that according to the pre-school teacher and the school counselor is that the security the children feels from the preschool-teachers is the most important thing for them to develop in themselves and in the community.