Mathematics is considered a core subject in Swedish schools, and students’ ability to understand and apply knowledge in the subject affects their future educational opportunities. Given that students with a multilingual background are a growing population in Sweden, it is important to understand this group’s conditions and needs in mathematics education. This literature review summarizes research on how language abilities can create barriers for multilingual students in the lower elementary grades. Twelve scientific articles were reviewed to answer the research questions. The results show that linguistic competence is crucial for multilingual students’ mathematical understanding. Support through multiple representations and translanguaging can reduce the language-related barriers students face in the mathematics classroom.