The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool.

The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure.

The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated.

The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.