The purpose is to contribute with new knowledge on how preschool teachers remediate professional read-alouds in preschool. In the curriculum for the Swedish preschool, working for promoting language development for children through reading aloud has been specified and the teaching task of preschool has been clarified (Skolverket, 2018). Previous studies (Damber, 2015; Simonsson, 2004) show that reading aloud rarely has a didactic function in preschools. The study is theoretically based upon the sociocultural perspective (Vygotsky, 1978). From the theoretical premise that teachers’ professional knowing are in a process of remediation, in this study we therefore analyze how they remediate this practice. The empirical data in this qualitative study consist of four focusgroup conversations with preschool teachers. A consent form and information sheet was provided to all participants, who were given the opportunity to withdraw from the study at any time. The ethical approval was granted by the Swedish Ethical Review Authority. The results show how the preschool teachers remediate professional reading aloud through contrasting and renegotiating the meanings of, the conditions for, and participation in this practice. The preschool teachers’ reasoning implies their collective development of a wider repertoire where older practices co-exist with new ones, and with some shifting in terms of figure and background. The implications of the findings are discussed along with a theoretical reflection on how remediation, as still rare in research, offers a conceptual tool for analyzing practices in-the-making, i.e. processes of change as they take place through dynamic negotiation, not yet established as tradition.