This presentation is part of the project Spaces for Multilingualism (Swedish Research Council, 2021-04155). The project aims to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. Specifically, it explores how multilingual approaches and activities can support teaching and learning in school years 4–9. The project, conducted by an interdisciplinary research team, integrates theories from didactics, sociology, and linguistics, including translanguaging. It spans four years, beginning with an initial exploration of existing pedagogical practices in four culturally and linguistically diverse schools. This phase is followed by two years of pedagogical interventions aimed at investigating how multilingual resources can be leveraged to enhance teaching and learning. The project aims to contribute new and nuanced insights into the complexities of teaching and learning in multilingual classrooms, particularly in mathematics and science, within mainstream compulsory schools where students have diverse language backgrounds. This presentation highlights preliminary findings from interviews with students and teachers, collaborative workshops, classroom observations, and pedagogical interventions, with a focus on how teachers and students use multilingual meaning-making resources in science education.