62% of pre-school teachers and 71% of teachers are left to their own devices in their work with multilingual children. Most of their practical knowledge and good practice in integrating multilingual children comes from their own experience. 42% of pre-school teachers and 95% of teachers have not dealt with any of the following topics during their training: speech development of bilingual and multilingual children, family models, integration and specific problems, development opportunities. The research has also shown that pre-school teachers are more open to expanding their knowledge in the form of courses. Along the open questions of the questionnaires, the teachers listed a number of good practices that could be useful for novice colleagues. These were drawn from their experience abroad, from talking to parents, from studies abroad and tried out in their daily work.