This contribution focuses on multilingual competence and its dissemination in schools. The European School in Varese, where they study young people who have grown up in multilingual backgrounds, are being examined. A ‘novel’ questionnaire was given to some classes at different school levels, which sought to translate into concrete questions some of the new descriptors of plurilingualism in the Complementary Volume of the CEFR. The answers to the questionnaire, divided into three parts, gave interesting results and highlighted how these young people move into a very lively multilingual cultural space within the school and monolingual institution on the ground. The conclusions reveal that multilingual language competence is an asset and how actors put in place different, more or less conscious strategies to fill language gaps and address different everyday situations. Multilingual and Multicultural competence at the European School of Varese. An example of application of the new descriptors of the Companion volume of the CEFRL This paper Focuses on multilingual competence and its diffusion in an educational environment. The reality analysed, the European School of Varese, is observed by teenagers who have grown up in multilingual contexts. Some classes at different school levels were given an “unusual” questionnaire where the actual questions centred around some of the descriptions about multilingualism from the Companion Volume to the CEFRL. The respondents to the questionnaire, divided into three parts, highly-perceived points and has shared the very lively multilingual culture inside this local monolingual educational institution. The conclusions show how multilingual language competence can be a valuable resource and that people employ different strategies, whether or not, to fill language gaps and deal with different daily situations.