The aim of this study is to provide a content analysis of the new Swedishpreschool curriculum in comparison with the previous preceding curriculum toinvestigate how sustainability and education for sustainability (EfS) have been described,and whether there have been any changes in terms of the scope of their inclusion in thenew curriculum. The study adopts a holistic view of sustainability, meaning that theenvironmental dimension, social dimension, and economic dimension, along with apluralistic and transformative view of EfS, form the analytical framework. Using contentanalysis, the frequency of explicit and implicit descriptive words for sustainability andEfS in both curricula were investigated. A contextual analysis was also conducted thatinvolved an interpretation of the meaning of the implicit words. Two main findings couldbe identified in the new curriculum in comparison to the previous curriculum. The firstwas that the term sustainability is now used from an explicit and holistic perspective thatincludes all three dimensions. The second was that the new curriculum provides guidanceas to how to incorporate EfS where such words as investigating, participation, collaborateand develop are used. Together with the context in which these words appear, a pictureforms of a pluralistic teaching tradition in preschool curricula. Overall, the analysisprovides a picture of change in the Swedish preschool curriculum that is in line with theintentions of international policy and research relating to a need for increased focus onsustainability and EfS.