In Swedish preschools children with a mother tongue other than Swedish areencouraged to communicate in their native language. Developed skills in thenative language increase the opportunities to learn Swedish, good skills in differentlanguages promote learning in other areas. The purpose of this article is to discussthe prerequisites for preschool children’s learning, linguistic diversity andmultilingualism in the multilingual preschool context. Data was collected throughinterviews with preschool teachers, surveys of native language instructors andsupervisors. Theoretical basis used is postcolonial theory and critical multiculturalism,which question the socially-constructed notions of majority andminority cultures, highlighting opposites, notions of mono-lingualism, the creationof superiority and subordination where the possession of language dominates indifferent linguistic contexts. Our analysis reveals both relational and didacticcompetence. Relational competence appears when informants speak aboutmother tongue, its positive impact on school success and expanded vocabulary.Through native language support, children receive help in understanding thepreschool. Teacher education, subject and preschool assignments knowledgerepresents didactic competence. Offering language support at inappropriate times,i.e. when children are sleeping, shows lack of flexibility in the organization.Arranging native language support when children cannot participate appears as aconsequence of superiority and subordination.