European countries with selective systems are not doing enough to support linguistic minorities and bilingual children and youth. At the same time, we expect that especially multilingual teachers with migration backgrounds support these pupils. Education policy programs in Europe focus on the particular potentials related to the presence of (linguistic) minority teachers in schools. Our own research results have put this optimistic notion into perspective: Even multilingual teachers who were socialised in monolingual education systems (e.g. in Greece) speak out in favour of monolingual education practices (even when they teach Greek-speaking children in Germany). They thereby participate in social normalisation practices which are shaped by monolingually constituted nation states and education systems. Based on this result, we conducted this internationally comparative project to investigate, (a) in how far teachers in classic migration societies, such as Canada, have made different experiences during their educational careers and throughout their teacher training, and (b) if their attitudes towards societal and educational multilingualism differs from those of their European colleagues. In this presentation, we discuss the results of interviews we conducted with teachers, who teach minority-languages in Canadian schools (focusing on German and Greek), about their attitudes towards multilingualism, school education, and education professionalism.