The aim is to understand more about inclusive learning environments in preschool. This is done by investigating how different aspects of democracy become visible in teacher's talk about inclusive learning environments, and by discussing possible consequences for children's meaning making. UNESCO (2009:10) states that inclusive "education for all" has to be linked to learners' needs and be relevant for their diverse lives. In similar ways there is a large emphasis on democracy and equality in the curriculum for Swedish preschools (Pramling Samuelsson, Sheridan and Williams 2006:26). However, this inclusive approach on education highlights a complex dilemma between education as compensatory and education as participatory (Nilholm 2006:30). The use of democracy is based on three characteristic aspects of democracy in Swedish preschool education; i) support autonomy, ii) develop solidarity, iii) socialise to institutional norms (Klaar and Öhman 2014). The methodology is based on pragmatic curriculum theory and selective traditions (Öhman 2006, Svennbeck 2004). Walk-and-talk interviews (Klerfelt 2016) have been conducted with four different preschool teachers in four different preschools, and their utterances have been qualitatively analysed. Ethical approval was sought from the preschool teachers and the interviews were conducted when no children were present. The analysing process is still in progress but one preliminary result shows a tension between supporting autonomy and developing solidarity that differ depending on preschool location and current group of children. With a large focus on the autonomy aspect of democracy there is a possibility that the solidary aspect of democracy is left in the background