Within the context of teacher education, one of the highest priorities is to prepare students for dealing professionally with culturally diverse pupils and their parents. In this context, it is assumed that pre-service teachers with a migration background can contribute from their own experience to the diversity-relevant training in teacher education. Given that there are more and more pre-service teachers with a migration background, the importance of gaining profound knowledge about their potential to contribute in mutually beneficial ways to innovations in teacher education is growing. So far there exists hardly any empirical evidence on this topic in Switzerland. Against this background, the University of Teacher Education St. Gallen is conducting a longitudinal study with qualitative and quantitative approaches, investigating the following questions: Who are the students with a migration background at our university? What is their own perspective on their particular potential? What are the perspectives of other students and lecturers on this issue? The longitudinal study covers quantitative and qualitative methodology, including in particular group discussions and interviews with selected students and lecturers. The expected outcome is focused on empirically based knowledge that supports innovative approaches for incorporating migrant experiences in pre-service teacher education.