The following study aims to investigate young Arabic-speaking adults' experiences of mathematics teaching during their time in primary school, more specifically, the study focuses on highlighting experiences of how linguistic and cultural experiences can be positioned as resources in mathematics teaching and how these relate to Arabic-speaking people's possible identity positions. Two questions have been formulated to achieve the purpose of the study: What experiences do Arabic-speaking young adults have of language and culture in mathematics teaching in primary school in Sweden? And what identity positions regarding resources for mathematics learning will be possible based on the young adults' linguistic and cultural experiences? A qualitative method for data collection has been done in the form of semi-structured interviews with 6 Arabic-speaking people aged 18-25 to answer the questions. Results show students were not allowed to use Arabic as a resource in school, but that it was used as a resource in mathematics learning in other contexts. Most students were also not allowed to use their cultural experiences as resources in school. These affected the persons' identity and the view they had of themselves, as they felt that they were, among other things, positioned as "dumb".