The aim of this research was to investigate the views on read-aloud among teachers with multilingual children in their classrooms in Finland, Norway, and Sweden. Several systematic reviews have shown that reading aloud can be beneficial for second-language learning, including both explicit and implicit word learning (Fitton et al., 2018; Hur et al. 2020; Larson et al., 2020). Hence, teachers have a central role in planning and scaffolding read-aloud activities in preschool. Based on Vygotsky’s (1978) sociocultural theory, learning happens in the context of interaction and communication between children and adults. Language is thus seen as a cultural tool and a link to action. In this mixed-method study, 170 teachers answered a survey about their literacy practices. Data on literacy practices were analyzed quantitatively, and reasons for read-aloud approaches were qualitatively analyzed. No information that could identify the respondents or sensitive data was collected. According to the local ethics committee at one author’s university, no further ethical review was required. Reported read-aloud practices and attitudes among teachers did not differ based on the number of multilingual children in their classrooms. However, 38% of the teachers selected a simpler book when reading with multilingual children. The reasons for this included a different reading style and a view of multilingual children as needing simpler books with illustrations. Preschool teachers are mediators of the majority language, and are expected to emphasize multilingualism. Therefore, they need to reflect on their schaffolding of read-alouds in everyday practice to ensure equal education.