This inquiry explored the language practices of five bilingual preschool teachers working within three distinct socio-linguistic settings, in Finland (Finnish–Swedish and Russian–Finnish contexts) and Israel (an Arabic–Hebrew context) and interviewed the teachers about their language use in the classroom. In each context the teachers mentioned changes to an original bilingual education model over time: from strict language separation to flexible bilingual practices. Thematic assay of teachers' reflections appearing through interviews disclosed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adaptations for individual children; and (e) role-modelling. Notwithstanding the distinct settings and socio-linguistic conditions, the similitudes in teachers’ practices and the reason they provided for practicing flexible bilingual practices were notable. The shared practices across contexts may have essential implications for bilingual education.