This study examines Swedish government policy regarding language proficiency among preschool staff and their role in supporting the language development of multilingual children. The government has allocated resources to strengthen the language proficiency of welfare professionals, identifying preschool staff as a key target group. Using critical discourse analysis, we investigate a government language support program, focusing on its implementation through two private facilitators who invite preschools across Sweden to participate in language development courses. The results illustrate how the directive is recontextualized between the Swedish National Agency for Education and its language program, highlighting specific discourses that underscore partially counterproductive intentions. For instance, the program is marked by ambiguity in terms of objectives, pedagogy, and practical implementation, potentially reinforcing hierarchies among staff groups. Furthermore, it reflects an emphasis on individual responsibility and educational values based more on professional ‘know-how’ than on scientific knowledge.