Multilingualism has emerged as a pivotal aspect of our modern, globalized world, particularly in educational contexts. This study explores the perception of multilingualism as a resource rather than a barrier within the framework of language teaching. With students in Swedish schools entering modern language courses already possessing skills in at least two languages, the potential benefits of leveraging their linguistic repertoire for learning additional languages are significant. However, crucial questions remain: are students aware of their multilingual abilities, and do teachers facilitate the use of these resources? The purpose of this thesis is to examine the extent to which multilingualism is employed as a pedagogical resource in language teaching and reflect on its possible integration and use into current educational practices.The qualitative approach used, particularly phenomenography, provides deep insights into perceptions of multilingualism, fostering dynamic discussions that reveal new perspectives.The analysis reveals that although teachers are open to using multilingualism, they need more training and information to effectively integrate it into their teaching. Students, however, are largely unaware of their learning resources, highlighting the need for intentional pedagogical strategies that promote multilingualism.