How can more students be motivated to learn foreign languages? This is the starting question of this foreign language didactics study on motivation and acceptance. As part of an action research project, bilingual and multilingual modules on various subjects were developed, tested, and evaluated. The working languages used by the students (grades I and II) were English, French, and Spanish. The predominantly qualitative survey addresses, among other questions: How does the development of motivation and willingness to perform relate to the subject matter and the language? How is the uniqueness of the teaching methodology perceived by the students? What impact does the experience with the modules have on attitudes towards language learning and learning in the subject area? The study focuses on individual case representations that illustrate the individuality of motivational structures. The investigation provides general insights into the methodology of the epochal use of bilingual and multilingual modules. Furthermore, it contributes to the further development of methodological approaches in motivation research.