This study examines the education of immigrant preschool children in Sweden, focusing on native language instruction, Swedish instruction, cultural awareness, parent participation, and teacher preparation for working with immigrant students. Data collection involved observation of preschool classes and interviews with teachers at one preschool and with immigrant parents. Results indicate that immigrant students did not receive education in their native languages within the preschool program. This was attributed to lack of funds. Teachers reported wanting to be able to offer education in students' native languages but not being able to because of financial limitations. The preschool focused on educating students in Swedish. The school respected and worked with immigrant students' cultural and religious differences. Parents, including immigrant parents, were encouraged to play an active role in the preschool, and immigrant parents were told to communicate with their children in their native languages. Professional interpreters were available to help immigrant parents who were unable to converse in Swedish. While teachers had education for teaching at the preschool level, they did not receive special training for dealing with immigrant children. Investigation framework and study materials are appended. (Contains 27 references.) (SM)