Preschools in Sweden, in which the groups of children are increasingly culturally diverse, are obligated to provide every child the opportunity to develop their own cultural identity, knowledge about and interest in different cultures. At the same time, teaching should be non-confessional and pass on a cultural heritage from one generation to the next. There are, according to previous research, several didactic dilemmas linked to preschool teachers interpretations of what is regarded as religion, culture and a cultural heritage. These dilemmas partly derive from how the concepts are used in the policy documents that regulate Swedish preschool. There is thus a need for further illumination of both the didactic dilemmas and the ambivalences expressed by the policy documents. Our contribution is a policy analysis in which the curriculum is studied in relation to the Convention on the Rights of the Child which becomes Swedish law in 2020. The results show that there are several possible interpretations in terms of the concepts of culture and cultural heritage in relation to the concept of religion in the policy documents. This article discusses these different possibilities for interpretation and possible didactic consequences for pedagogical work in preschool.