This study examines how preschool teachers work with reading aloud to promote young children's language development, as well as how they reason about the importance of reading aloud in preschool activities. The study is based on a sociocultural perspective and relies on qualitative interviews as well as observations in preschool settings. The results show that preschool teachers use reading aloud as a deliberate pedagogical tool through dialogue and interaction with the children. Reading aloud is used to develop children's vocabulary, language comprehension, and communication skills, while also contributing to social interaction and a sense of community within the child group. The preschool teachers describe reading aloud as a central part of teaching. The study also shows that preschool teachers' conscious organization of reading aloud affects how children are given the opportunity to participate, interact, and develop language in meaningful contexts. Reading aloud emerges as an important part of the activities and as a central tool for supporting young children's language.