Early childhood education and the qualification of the workforce have received considerable attention in the past decades. In a context where international policy drivers have influenced the Swedish education, preschool teacher education has been subject to several reforms. Issues of quality of preschool education and the qualifications needed to work with young children have often come under scrutiny in both public and political debate. This chapter reflects on major characteristics in the history of Swedish preschool and preschool teacher education with a focus on societal/policy shifts and transformations and on the personnel working with young children and their expected competences.