Empowering preschool teachers to encourage self-reflection and articulation of their own values, beliefs and attitudes about intercultural values contributes to ensuring the well-being of children. The aim of this paper is a systematic review of scientific papers in the Scopus database related to the empowerment and professional development of preschool teachers for intercultural values and the management of an educational institution. The review focused on published theoretical papers and empirical research in the Scopus database over the last ten years. The methodological and content characteristics of the studies that were included in the final analysis (N = 14) were considered. The results of the review revealed insufficient research on this topic in the field of early and preschool education. The results indicated the highest prevalence of empirical papers in which a qualitative methodology was applied. Papers are mostly published in journals covering the field of social sciences and interdisciplinary fields of educational sciences. The research included different topics, types and sample size of which only one research was conducted on a sample of preschool children, but none on preschool teacher. Based on the review of papers, the need to empower preschool teachers and develop their professional competencies and manage educational institutions in the direction of providing the necessary conditions to encourage intercultural and inclusive environments for learning and development should be emphasized. It is important to intensify the implementation of research on this topic with various stakeholders in the field of early and preschool education.