The aim of this thesis is to gain knowledge and examine how preschool teachers describe their experience of reading promotion and literacy linked to conditions and obstacles in their daily work. The research is founded on qualitative semi-structured interviews with five preschool teachers in Sweden. Linda B. Gambrell´s “Seven rules of engagement” (2011) about reading motivation and the concepts of Frances Hultgren´s “reading environment” (2016) are the tools to analyze the different methods and approaches that preschool teachers use in their work to promote reading. The results show that all of the preschool teachers that participated in this study are much aware of the importance of reading environment to make children find reading fun and interesting. The concept of reading promoting is shown by both physical and concrete methods but also in an open attitude against other reading materials than traditional children´s books. The children´s interest and joy are in focus of the reading experience. Interaction and interplay are important ways in their way of using books and text. They also put much effort to influence the parents in reading to the children at home. The results also show that the differences between the preschools´ conditions based on the number of children in the group, lack of planning time for the preschool teachers and other structural causes. In order to achieve reading promotion for all children, the preschool needs to become more equal.