The purpose of this study is to examine the different methods preschool teachers use when teaching children cultures and languages and what impact the classroom environment has in their work. In the study we also want to find the differences in methods preschool teachers prefer depending on if the preschool has multicultural or monocultural student body. The qualitative research approach applied on this study is interviews with five preschool teachers located at four different preschools. The studies theoretical starting point has been an intercultural approach and an intercultural pedagogy out of a didactical perspective. The result of the study shows that the teaching of cultures and languages is easily set aside at preschools with a monocultural student body, due to the lack of cultural and linguistic influence. The result also show that the teaching of cultures and languages usually is spontaneous and initiated by the children, in the form of questions at both monocultural and multicultural preschools. The result of what impact the classroom environment has shown that it is designed based on the current theme, which in conclusion means that cultures and languages are not integrated in the classroom environment. However, the children have access to different resources to get access to cultures and languages for example books, games, and apps. This is to offer the children opportunities to experience similarities and differences in a relaxed setting at an everyday occurrence.