Mind-mindedness (MM), the parent's propensity to treat their young child as an individual with a mind of their own, has repeatedly been found to be positively associated with subsequent child development outcomes. In the current Swedish study, the first aim was to investigate the main features of MM in this cultural context and the second aim was to investigate its association with early child language development. Sixty-three parent-child dyads participated. MM was assessed by videotaped laboratory-based parent-child dyad free-play sessions. Language development was assessed using the parent questionnaire Swedish Early Communicative Development Inventory (SECDI), a Swedish adaptation of the internationally used MacArthur-Bates Communicative Development Inventories (MB-CDI). The ratio between Appropriate MM and Non-attuned MM was 4:1 and there was no statistically significant correlation between these two variables. There were no statistically significant correlations between Total MM or Appropriate MM and language ability ratings at either 9 or 25 months. This may be due to methodological issues concerning elicitation of MM in a Swedish context. We emphasize the importance of further theoretical and empirical studies of cross-cultural validation of MM.