The aim of the project is to study how early years teachers understand and talk about the knowledgethey have gained of success factors in developing literacy to pre-empt, identify and removeobstacles for learning.The research project involves teachers in four Swedish schools with differentliteracy profiles. The project is divided into four parts. First, focus group discussions were carried outwith the teachers at each school. In the next part focus group exchanges between the participatingteachers have been carried out at a mini conference. Revisits to the schools with feedback will beperformed.Critical Literacy provided the theoretical framework, and the related concepts of diversity and designwere used to analyze the data. The critical literacy perspective can stimulate and inspire newpedagogical-didactic forms of work. Critical Literacy also touches on a fundamental issue such as theright to develop literacy and to have access to new tools and new arenas to become equal citizens.The results show how teachers design literacy activities on the basis of both supportive and inclusiveaspects and with a focus on diversity. The teachers highlighted the importance of considering thestudents’ interest and motivation in order to build trusting relationships – a prerequisite for inclusiveteaching.The project is expected to provide specialised knowledge regarding success factors in developingliteracy in diverse literacy practices, as well as generating theoretical and methodological knowledgein the field.