This qualitative, longitudinal study within multilingualism research started with the European project „PlurCur: Towards plurilingual whole-school curricula”, which implemented and evaluated teaching approaches aiming to foster an integrated, cross-linguistic multilingualism competence at schools. The field of research, a multilingual theater group at a secondary school in North-Rhine Westfalia, is such an approach that takes into consideration the entire multilingualism of the participating individuals and combines this with methods from Drama in education. Because the participants’ attitudes have a considerable impact on the success of the teaching approach, this study collects data on the students’ attitudes towards the attitude objects multilingualism and specific languages. Apart from producing a field description from non-participant observations of the group and the collection of documents, narrative-focussed interviews were carried out and analysed according to qualitative content analysis, which lead to case studies and a cross-case analysis. The close description of attitudes and their development during the course of one school year shows, among other things, that the six students who participated in the study show overall positive attitudes to multilingualism and to a small number of languages that are relevant for them. The English language takes on a special role, as it is perceived as a language that everyone learns as a matter of course. The competence the students perceive to have in their languages especially influences their attitudes towards these languages. Only a few slight attitude changes can be found in the data.