This study aims to investigate preschool staff's view of emergent literacy approaches in Swedish preschools with the following research question: How do preschool staff describe and explain the approaches they use in the emergent literacy environment of preschool? Focus-group interviews were conducted with 52 participating preschool units. Manifest content analyses were used and the interviews were systematically analysed relying on socio-cultural theory and the ecological development approach [Barton, D. (2007). "Literacy an introduction to the ecology of written language." London: Blackwell; Vygotsky, L. S. (1962). "Thought and language". Boston, MA: MIT Press], in accordance with Whitehurst and Lonigan's [1998. Child development and emergent literacy. "Child Development," 69, 844-872] components of emergent literacy. The results show that preschool staff apply both outside-in and inside-out approaches; however, outside-in approaches such as play and supportive communication are described most frequently in the focus-group interviews.