This paper focuses on multilingual instruction in the German language classroom. I describe a study that engaged 58 Japanese university students who learned German through German, English, and Japanese in the same class(es). The purpose of this study was to analyze students’ reactions to multilingual instruction. I provide a context of the study, describe the course content and then report on my observations and comments and the results derived from a questionnaire administered to students. My observations and the questionnaire findings appear to confirm the view that students prefer multilingual instruction in the German language classroom but that there is a considerable amount of variation in the language preference dependent on the specific language skill that is taught.