This inquiry of Norwegian language teachers’ beliefs on multilingualism (M) and its pedagogical use in the third-language (L3) (French, German or Spanish) classroom, reveals that oft students’ Norwegian and English (L2) skills are used when a L3 is taught, though learning strategy transfer is seldom considered as L3-acquisition is viewed as fully different from L2-acquisition. Teachers think language learning could be fostered by across language cooperation, but this is not (yet) extant.