Critics of early foreign language instruction argue that children should first learn to speak proper German. In particular, the linguistic difficulties faced by children from non-German language backgrounds are viewed as a problem that could be exacerbated by learning an additional foreign language at the elementary school age. At the same time, there is an increasing number of publications that characterize early foreign language instruction as a subject that offers a special opportunity for children from non-German backgrounds. In this context, this work presents an answer to the question of how early school foreign language learning affects children with a migration background. For this purpose, 214 monolingual and multilingual elementary school children were tested in the area of listening comprehension. The results were subsequently analyzed in light of a follow-up questionnaire study.