In a society where second language learning becomes frequently considered as the norm in Swedish schools, it is to be considered of utmost importance to respect the term by truly comprehending the meaning of said terms. In this study, the term multilingualism and second language learning will be the center of attention. As we focus on teachers and how they present their collection of assignments to young second language learners. There are differences between young students living in their country of birth whilst learning their first foreign language (e.g. Swedish students learning English) - and students who immigrate to another country and trying to adapt their mother language while simultaneously trying to learn a new language (e.g. Arabic students learning Swedish). Foreign children in Sweden need to learn three languages simultaneously (mother language, Swedish and English), and have to accommodate to new life changing situations such as living in an unknown country. I have conducted qualitative interviews with teachers of two different schools and this data will be summarized in this study. The interviews will focus on teachers and their approach to students with Swedish as a second language, what they would like to improve, as well as describing their "ideal" if there were no restrictions (e.g. economy). I will then compare the results to see if the two different schools work differently towards their focus on students who are learning Swedish as a second language.