This study explores how being a multilingual learner—interconnected with socioeconomic factors and digitalization—influences the acquisition of English as a Foreign Language (EFL) among multilingual L2 students in Swedish primary schools. Using a mixed-methods approach, we conducted semi-structured interviews with teachers and students in grades 4 and 5 and analyzed students’ English grades to gain insights into both subjective experiences and measurable language proficiency. The study aims to examine the advantages and challenges multilingual students face in learning English, the role of socioeconomic background in English language acquisition, and the impact of digitalization on English proficiency. The findings reveal a polarization in English proficiency among multilingual learners. Some students demonstrate strong oral English skills, often surpassing their Swedish proficiency, while others struggle with foundational language skills. Teachers emphasized that students with a solid foundation in their first or second language tend to acquire English more easily, whereas those with weaker proficiency in their prior languages experience greater challenges. Socioeconomic background was identified as a key factor affecting English learning, as students from lower-income areas often have limited academic support at home. Digitalization emerged as both an opportunity and an obstacle—while digital exposure enhances listening and speaking skills, students often rely heavily on translation tools, which can hinder independent writing development. These results highlight the complexity of multilingualism in EFL acquisition and suggest that background factors play a more significant role than multilingualism itself.