The Swedish preschool curriculum (Skolverket 2018) has specified requirements for language development work through reading aloud, while also clarifying the preschool’s teaching mission. The purpose of this study is to explore how preschool teachers view reading aloud as a tool for language development in preschool. The study is based on interviews with six preschool teachers and uses a sociocultural perspective for analysis. The results show that teachers see reading aloud as an important way to help children develop their language, especially by building vocabulary and storytelling skills. The teachers describe reading aloud not just as a daily routine, but as a planned activity where children can talk about stories and learn new words together with adults. The study also shows some challenges, such as lack of time and the need for more structure, but that talking with colleagues helps teachers improve their practice. In summary, the study highlights that reading aloud can support children’s language development when it is used purposefully in daily preschool activities.