Preschools in Sweden are increasingly culturally diverse and obligated to provide every child theopportunity to develop their own cultural identity, as well as knowledge about and interest indifferent cultures. At the same time, teaching should be non-denominational and pass on a culturalheritage from one generation to the next. According to previous research, several pedagogical dilemmas partly derive from how the concepts religion and culture are used in the policy documents that regulate Swedish preschool. This paper aim to make visible what constructions of religion that are made possible when analysing the concepts religion and culture in the Swedish ECEC curriculum (Lpfö 18) in relation to the Convention on the Rights of the Child (CRC). The method used was a policy analysis guided by an intercultural interpretation. The results show a lackof an explicit definition of the concept religion in the Swedish Lpfö 18. However, co-reading Lpfö18 with the CRC, using an intercultural interpretation, exposes a number of semantic overlappingof the concepts religion and culture, wherein religion can be understood as constructed as a cultural phenomenon. Hence, where the Lpfö 18 uses the concepts culture and cultural heritage, it is suggested to be understood as including religion as both identity, practice, worldview and artistic practice. A further discussion regarding the proposed intercultural strategy for reading the policy documents, and its possible pedagogical implications will be addressed.