This chapter addresses a Swedish case with a focus on conditions for innovative preschool teachers so called educational development leaders (EDL), with a special assignment to contribute to innovation and development of preschool practice. Reforms put preschool teachers and preschool leaders in a position to rethink former practices. Expectations for preschool teachers involves being innovative and to take a leading role to develop practice in a changing context. Our question reads: What conditions are required for educational development leaders (EDL) in Swedish preschools to act as innovative preschool teachers in a distributed leadership? This distributed role includes the other preschool teacher’s leadership and innovative work. The contribution of the study emphasises a strong relationship between the conditional and personal level of the conceptual model in chapter 1. By taking a holistically view, this chapter contributes to knowledge about innovative preschool teachers in their role as EDL.