Over the past decade, there has been a noticeable increase in the enrollment of foreign-born children in Swedish schools. While Swedish as a second language has its own curriculum, there appears to be a lack of emphasis on teaching English to new arrivals. Despite English being a compulsory subject in the Swedish education system, there is inconsistency among teachers in their approaches to teaching it to new arrivals. This study specifically focuses on children of Middle Eastern descent, whose native language is Arabic. It investigates whether new arrivals are effectively accommodated in the classroom while learning English as a third language, and if so, what specific accommodations are provided. To achieve the results of this study, interviews with teachers and student questionnaires have been conducted to assess and compare the alignment of teaching methodology between them. As a result, plurilingual teachers, proficient in multiple languages, seem to have a significant advantage in teaching and communicating with new arrivals, particularly if they share the same native language. The objective of this study is to investigate the possible advantages which plurilingual teachers have within the Swedish school system.