Classrooms in Europe have become linguistically and culturally diverse, due to globalization and migration. This poses challenges for teachers, who are asked to support students interacting in various languages but are seldom required to explore their own multilingualism. Research indicates that arts-based approaches may help student teachers reflect on their identities and support diverse student populations through equitable pedagogical principles. Expanding on this research, this multiple case study investigates how student teachers in Norway and Portugal discover their plurilingual identities and their roles as educators. Embedded in arts-based methodology and the concept of Dominant Language Constellations (DLCs), the study employs DLC artefacts, Visually Reflective Artifacts and Written Reflections as research and pedagogical tools. Content analysis revealed that arts-based approaches facilitated deep learning, enabling student teachers to embrace their plurilingual repertoires and broaden their linguistic identities. Students reconsidered their roles as English teachers in multilingual classrooms, moving beyond a monolingual bias and committing to inclusive learning environments. Findings suggest that incorporating plurilingual and arts-based approaches in teacher education fosters creative and empathetic educators capable of adapting to the current demands of multilingual classrooms.