Multilingual education is an essential matter of public concern for modern societies shaped by migration and it remains an important research issue. This article sheds light onto the implementation of autochthonous and allochthonous minority lan-guages such as Danish, Romany, Russian, and Turkish into the German educational system. To observe how these languages are implemented the following aspects are analyzed: official legislation with respect to the consideration of these languages in the European Charter for Regional or Minority Languages, their status as a foreign language or a heritage language at school, the situation of teacher education at uni-versities, and the professional development of adequate curricula and learning mate-rial. The findings do not only show severe differences between the categories autoch-thonous and allochthonous but also within them. Potential causes for these differen-ces are discussed and consequences for official legislation as well as for the minority speakers themselves are figured out for a sustained language education at school.