There are over 150 languages in Swedish schools, and steering documents as well as research encourage multilingualism. However, as teacher students we feel we need more knowledge about teaching strategies to be able to successfully teach language in multilingual classrooms. The purpose of this research synthesis is to examine strategies, benefits and challenges when teaching multilingual pupils in upper secondary school. The 11 research articles used in this research synthesis deal with aspects of sociocultural and intercultural perspectives and disclose and examine multilingual teaching methods. Through analysing the research material using sociocultural theory, socio-interactionist perspectives, theories within intercultural pedagogy and the Swedish school’s steering documents, our findings show that an interactionist approach is beneficial to language acquisition in multilingual classrooms. Along with challenges of the multilingual classroom, our findings also show that building communities, translanguaging and collaborative learning are methods that can successfully be employed in the multilingual classroom.