The purpose of the paper is to examine the importance of early language stimulation for future literacy learning. The paper also illustrates how active teachers in preschool works with language stimulation in order to promote children's later literacy learning. Research points out the importance of an early start with language stimulation in order to lay the groundwork for future literacy learning. The method used to examine the problem area is qualitative interviews. The interviews are conducted with four active preschool teachers in central Sweden. Two of the teachers are working in a 1-3 years department and the other two teachers are working in a 1-5 years department. For these teachers, language stimulation is a way of helping the children to express themselves. By working actively with the language and by giving everyone a chance to express themselves, the teachers believe that they are laying the ground for future literacy learning. The teachers therefore actively work with language stimulation mainly by using  language decks in daily practice. Three of the teachers are using "signs as a support" as a method that they believe is good for all children. By using “signs as a support” they believe that all children have a way to express themselves, even if they not have a fully developed language.