In a preparatory class are newly arrived students who have no or very little knowledge of the Swedish language. Some of the newly arrived pupils may have arrived in Sweden very recently and some of them have no or very limited understanding and experience of how the school system works in their country of origin. The purpose of this study is to find out how education in a selected preparatory class works seen from two SVA-teachers and students perspective.  Questions related to my purpose reads as follows: In which way can two of the SVA-teachers respond in a selected preparatory class to their group of newly arrived students? What methods can be used by the two SVA-teachers in a selected preparatory class to their group of newly arrived students' language learning? How does the newly arrived student in a selected preparatory class experience their education and friendship? The study was conducted through a qualitative approach in a selected preparatory class in a multicultural school in a suburb in southern Stockholm. Through observations on six separate occasions as well as interviews with two of the SVA- teachers in the selected preparatory class, and with three of the newly arrived pupils during a period of three weeks. The results of this study show that in the selected preparatory class, one is actively working to learn the Swedish language and to create a structural learning environment based on trust and friendship. The results also show how easily the structure may fall apart when some teachers lack training in Swedish as a second language, also because of insufficient resources and inadequate guidelines in the selected preparatory class, for the reception of the newly arrived students in school activities for the chosen study area.