This study explores Finnish language activities (FLA) and the engagement of children of Finnish descent in bilingual practices in the Swedish preschool context. Data were collected through observations and field notes, which were transcribed and analysed using the theoretical concept communicative event. The analysis shows that the FLAs are controlled by conditions, such as the timeframe for the FLA and by the fixed routines, meetings and excursions in preschools. Despite bilingual practitioners’ ability to use Finnish in different situations, children’s engagement in and the implementation of FLAs seem vulnerable to the prevailing conditions in preschools, and therefore the preschools’ democratic foundation will be discussed. I argue that the timeframe for the FLA is the dominating controlling condition influencing children’s engagement, and I call for clearer local policies. All preschool personnel need increased pedagogical knowledge in bilingualism if the statutory and democratic rights for children are to have real meaning.