This study aims to gain an understanding of how multilingual students take on the work of mathematical problem-solving and their experiences of taking on problem-solving tasks with the help of different types of scaffolding. To respond to the aim, two questions were formulated: (1) In what way do images, concrete materials and linguistic support in the form of pair work scaffold multilingual grade 2 students in the work with problem-solving in mathematics? and (2) How do multilingual students experience the three different types of scaffolding when working with mathematical problem-solving tasks? To answer the questions, the study used qualitative methods, namely observations of multilingual grade 2 students who took on mathematical problem-solving by means of the three different types of scaffolding mentioned above, and interviews with the same students about their experiences with the three different scaffolding types. The results show that multilingual students gain several beneficial advantages from tackling mathematical problem-solving tasks with different types of support. The support helps the students to understand the content of the problem-solving tasks. Furthermore, the results show that students have different experiences of support, which depends on where they are in terms of knowledge.