This article explores how young children experience and create well-being in a multilingual preschool setting. Preschools are intended to promote children’s development, health, and well-being, yet they can also be understood as spaces of institutionalized adult control over children and childhood. Today, preschools are highlighted as particularly important for children with a mother tongue other than Swedish. Although interest in children’s well-being has grown, research on younger children’s well-being is dominated by adult perspectives, often overlooking how children themselves understand well-being. In light of the new Social Services Act’s strengthened responsibility for preventive work and the emphasized role of preschools for multilingual children, there is a need for nuanced knowledge about what well-being means for children in preschool. The aim of this article, grounded in a phenomenological approach, is to contribute to an understanding of how young children experience and create well-being in a multilingual preschool. The study was conducted through ethnographic and participatory fieldwork with fifteen children at the preschool “Katten.” The analysis shows that children’s understandings of well-being are framed by longing and waiting, and by everyday practices where well-being is created through seeking contact and being seen and acknowledged. Children actively participate in creating their own and others’ well-being by showing care, fostering togetherness, and engaging in reciprocal recognition. From the children’s perspectives, well-being emerges as a relational practice where small acts generate communities that can be understood as gestures of love. Finally, the article discusses the structural conditions of multilingual preschools for enabling recognition of children’s bodily expressions, connections to family, and life context. Implications for strengthening preschool and social services’ work with children’s well-being are presented.