The purpose of this study, within the Research and Development programme Sustainable Preschool, was to developknowledge about early childhood education for sustainability (ECEfS) in Sweden, more specifically around preschoolheadmasters’ and preschool teachers’ leadership. This research builds on previous research on ECEfS (Davis, 2009,2014) and it answers to the need for more research about leadership in early childhood education for sustainability(Davis et al., 2024). It is positioned within a critical and transformative theoretical perspective (Jickling & Sterling,2017) that promotes critical transformative ECEfS pedagogies and theoretical perspectives on leadership (Davis etal., 2024). This study presents the findings from nineteenth interviews with preschool headmasters and preschoolteachers about aspects of leadership in ECEfS. The participants received information about the aim, method, andprocess, and consent and was collected from all participants. Ethical guidelines from the Swedish Research Council(2024) and EECERA Ethical Code (2024) were considered during the research design and process. The findings show awide range of aspects regarding leadership in education for sustainability within the headmasters’ and teachers’descriptions. Important aspects for a sustainable leadership was: a shared vision for sustainable futures; effective co-ordination; democratic decision-making and communication strategies; critical transformative ECEfS pedagogies, andinvolvement of all stakeholders (headmaster, staff, children and their parents). This study has implication for bothpractice and policy. The program has contribute to new knowledge for the participants and the practices, aschanging everyday policies as they critically discussed and handled sustainability within the programme.