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The aim of this study is to examine Swedish policy-making as a response to increased cultural and linguistic diversity in preschools. A revised ECEC curriculum and several inspectorate reviews with a focus on quality and equity in preschools suggest contradictions and ambiguities around strategies and pedagogical approaches that need to be taken into consideration by policymakers (Persson 2020). These concern, among others, the areas of language development and promotion of multilingualism in the preschool (Björk-Willén 2018; Sandell Ring 2021). The theoretical framework for this study draws upon conceptual approaches to diversity and on Carol Bacchi's (2009) 'problem representation' approach. The analysis draws on a review of policy texts and eight semi-structured interviews that were conducted with high-level policy actors. The data were analyzed through a thematic approach combined with an analysis of discourses (Alexiadou, 2001). Written information about the study was given to the participants. Issues of consent and anonymity of the procedure were communicated in advance according to the Swedish Research Council (SRC, 2017).The policy agenda identifies increased participation at preschools and language support in the Swedish language as core priorities. Yet, policy actors in different state agencies identify challenges in the implementation process that result in a lack of equity in preschools due to; (a) segregation (b) lack of trained teachers and (c) uneven distribution of resources. These findings suggest implications for describing and mapping the contemporary policy formation in relation to culturally and linguistically diverse Swedish preschools.