This article aims to explore current official discourses on equity, multilingualism and segregation in policy documents for Swedish preschool. Earlier research shows how issues of quality in preschool are linked to equity, segregation and multilingualism. The policy documents are analysed through critical policy analysis, using Bacchi’s What’s the problem represented to be? (WPR), which shows that problem representations may favour some yet disadvantage others. Preschool has the potential to contribute to social equity and to counteract segregation; however, in these policy documents, the official discourses on equity, multilingualism and segregation are conflicting and ambiguous, and thereby strengthen the monolingual norm previously found in preschool. In the documents, links between outcome and quality aspects in preschool are not considered, and immigrant background is positioned as the root problem. Using equity as the same for everyone and posing the problem as the Other may result in increased segregation. We conclude that policies that present immigrant background as a problem and that are based on monolinguistic norms have assimilationist implications and may hide xenophobic views. The state needs to take its responsibility for quality issues in preschool instead of making immigrant children and their parents their scapegoats.