This study examined the diversity of teaching practices to illuminate the qualitative variety of instructional teaching practices among preschool teachers. Further, teachers' self-rated educational goals were explored to complement the multifaceted nature of preschool teachers' instructional teaching practices. The study was carried out as a case study. The cases were used to describe the qualitative variety of Finnish preschool teachers' instructional practices in authentic classroom situations among groups of 6-year-old children. The authors' previous study revealed four distinct latent profiles of teaching practices in preschool classrooms based on 49 observed preschool teachers, using the Classroom Assessment Scoring System. In this study, the cases represent each of the latent profiles. Based on the qualitative content analysis, the authors could elucidate the variety of observed instructional practices and identify how they varied among the teachers. The observed instructional practices occurred in different combinations, creating ample opportunities for learning in preschool classrooms. It was also discovered that teachers' self-reported educational goals reflected their observed practices quite well. The findings suggest pedagogical implications for the development of preschool education and teacher training.