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This thesis explores how a group of highly multilingual individuals – polyglots –describe their process of learning Swedish as a second language and other languages. Drawing on qualitative interviews, the study analyses learners’ strategies, their linguistic awareness, and how their pre-existing multilingual repertoires influence the acquisition of Swedish. The analysis is informed by theoretical perspectives from the multilingual turn, dynamic systems theory (DST), translanguaging, and language ideology. The study shows that these polyglots engage in highly individualised and reflective forms of language learning, marked by strategic variation, emotional investment, and a strong sense of linguistic aesthetics. Far from relying solely on formal instruction, these learners navigate language through music, shadowing, contrastive reflection, and embodied experience. Swedish often functions not only as a target language, but also as a lens through which earlier languages are re-evaluated. The findings suggest that polyglots are not linguistic anomalies but offer valuable insight into advanced second language learning, with implications for pedagogy, learner autonomy, and the theorisation of multilingual competence.