Today the diversity in language and cultural has been seen as richness that should be protected and maintained continuously by many nations. Considering its past, and due to its geographical location, Turkey, which has hostipalized numerous nations and languages, has also recognized this richness and studies on language and especially multilinguism have gained importance. The nations which grasp the meaning of the sentence, “ Being bilingual is fate, but being multilingual is an opportunity.” Have emphasized the concept of multilingualism and this concept has gained significance in language teaching. With the principle of EU’s which is based on bringing up multicultural and multilingual individuals, language acquirement lessons except the lesson teaching the mother tongue, have been considered as a path to multiculturalism. Human beings living in different geographical regions have usually been at least bilingual. They have mutually acquired the languages within the family , their region and other societies’ languages. In 19th century, after the formation of nations with specific boundaries and the announcement of their formal “native language”, “ citizens” believed in the necessity of learning the formal language and the formal culture of the geographical location they inhabit just to conform to that particular geographical location. Related to this situation, formal language, languages of the minority, native language and subject matters like these have been a matter of concern and which language to use in education has been discussed. Individuals who speak a non-formal language before reaching school age, have had the need to acquire the formal language quickly. When we consider this matter by looking at the conditions in Turkey, it has been known through observation and also the interviews with the teachers that students whose native language is not Turkish go through and experience a number of problems. In this study, the identification of the attitudes of the bilingual students who are going to play an important part in the future of Turkey with their native languages such as Arabic, Kurdish, Zazaca? and Russian toward Turkish lessons and their personal views on the lessons has been the aim of this study in Mehmetcik Secondary School in Istanbul . To carry out this study and to collect the qualitative data, a questionnaire with open-ended questions has been prepared to apply to the seventh and eighth grade students. The data gathered from this questionnaire will be examined using qualitative research methods.