Swedish municipals have a mission to adapt the national curriculum to local conditions. This process is multifaceted and involves several levels. The purpose of our paper is to elucidate how preschool curriculum is enacted and transformed between these levels and to discuss consequences for pedagogical work. Interviews with key players and collection of documents comprises data for our paper. We approach our material through the lens of curriculum theory and policy enactment theory to shed light on how “quality” are enacted into preschool curriculum, with consequences for what is possible to achieve for preschool teachers on the operative level. Our results indicates that this process in not straight-lined; e.g. the transformation from qualitative data in preschools, to quantitative software data on higher municipal levels. Our paper contributes with knowledge regarding how government by goals is implemented in Nordic preschools.