Educational aspirations have been viewed as an important predictor of adolescents’ educational attainment, where higher aspirations are commonly connected with higher rates of attainment (e.g. Schoon and Parsons 2002; Stocké 2009). In a migration context, the impact of bi- and multilingualism on educational aspirations has not been investigated in a quantitative framework. In our contribution, we address the question under which circumstances bi- and multilingualism positively affects students’ educational aspirations in a quantitative approach. Presenting questionnaire and language data from 9th and 10th grade first and second generation migrants, including both academic language test data and detailed self-assessment on German and the students’ heritage language, we discuss different channels through and conditions under which migration-induced bi- and multilingualism may positively influence adolescents’ educational aspirations. In particular, we hypothesize that the effect of bi- and multilingualism on educational aspirations is mediated by parent-child interaction , a factor that has been shown to be both significantly influenced by heritage language maintenance as well as to potentially have a strong impact on individual educational outcome in a migration context but has not been investigated in a coherent quantitative framework so far (e.g. PISA 2009; Tseng and Fuligni 2000; Berry 2006).