Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap between the two contexts, university and workplace, which could be described as a "reality gap", and sometimes find it hard to apply theory to practice. In the two most recent teacher education reforms in Sweden, this gap between so-called "theory" and "practice" is also brought to the fore and the importance of minimising the gap through collaborative strategies is emphasised. Taking these reforms as the point of departure, this article discusses workplace-based learning and its link to university-based learning in two distinctive preschool teacher education programmes in Sweden. Data sources include policy and management documents, evaluation reports and interviews with key stakeholders.