Research has shown that among the challenges children face in an increasingly global and multilingual society, language development is the most common one in early childhood education and care (ECEC). In Finland, the current national core curriculum for ECEC has introduced different bilingual education models. This article focuses on the participation of children with language challenges in different ECEC contexts where Swedish is the main medium of instruction. This study examines three settings: conventional education, large-scale bilingual education and small-scale bilingual education. The data form part of a larger survey and are analysed using a mixed methods approach. According to the findings, the percentages of children who need support for language challenges differ between the different settings. Various methods for supporting children’s language are used. Books are used the most in conventional settings, whereas specific language activities and signs as support are used the most in small-scale bilingual education settings. Teachers’ knowledge about challenges within monolingual or bilingual children’s language development is necessary for correctly directed support.