This study examines the implications of receiving large numbers of newly arrived students from the perspective of English teachers in Swedish lower secondary schools. The study also examines whether newly arrived students have obtained the support and assistance measures contained in the Swedish National Agency of Education.Interviews were conducted with five English teachers working in two lower secondary schools, both of which contain large numbers of newly arrived students. During the interviews, five main questions were asked to the participants, focusing on the implications of receiving these students from the English teacher´s viewpoint.After conducting an analysis of the data, the following was concluded:• The influx of newly arrived students had an impact on both schools.• Most of the participating teacher students were unable to reach the desired assistance in the study.• Almost lack of constructive cooperation between English teachers and their colleagues.• Most of the participating teachers appreciated the multilingualism of their newly arrived students.• All teachers expressed their dissatisfaction with the education they received, in proportion to the reception of newly arrived students.The study answers that there is a need for a school system in line with the development of linguistic diversity in Swedish society and a school system based on cultural and ethnic diversity.