This article explores preschool practitioners' perceptions of their encounters with migrant parents in rural preschools. The practitioners' accounts are analyzed through Bakhtin's theory of dialogism. This theoretical approach was chosen based on the assumption that a successful integration process is accompanied by the presence of a dialogic stance that embraces difference. The practitioners' accounts describe a change, in terms of moving from a monologic to a dialogic stance, that in turn indicates a move towards (self-)reflexivity as far as their attitudes towards migrant parents and their own practices are concerned. In addition, the practitioners' accounts can be understood as describing that they experience an integration process themselves.