This ethnographic inquiry of language policy as performed in daily interaction in two language profile preschools in Sweden with explicit, respectively English and Finnish, monolingual language policies, and were children are free to select a language or code switch, displays how children generate and alter language policy-in-practice via their interactive choices. Code changing is employed as contextualization cue in both settings, and it is also a way to manage conversational roles. While the staff preferred the profile language, the children display via their interaction that abilities in both the preschool’s profile language and in Swedish are valued.