Increasing diversity in the globalized world challenges monolingual views and calls for continued promotion of multilingualism and multiculturalism. Canada is a country with a large number of immigrants where over 474 languages were spoken and “more than 3.1 million households were multilingual” (Statistics Canada, Multilingualism of Canadian households, 2021). Language and culture are often examined in official languages like French and English along with popular minority languages like Chinese (Du, 2019) and Tagalog (Frew, Learning Filipino or Tagalog about fostering family connections, exploring heritage. CBC News, 2022); however, less is known about Korean language and culture in Canada. This paper draws upon the broader views of sociocultural perspectives toward language and literacy learning (Street, Current Issues in Comparative Education 5(2):77–91, 2003). Literacy practices are considered as sociocultural and sociomaterial meaning making practices in situated contexts (Pahl & Rowsell, Artifactural literacies: Every object tells a story. Teachers College Press, 2010). Taking a case study approach (Yin, Case study research and applications: Design and methods. Sage, 2017), it investigates young children’s multicultural, multilingual, and multimodal practices in a Korean heritage language school in a prairie province. Data collection includes research journals, classroom observations, and participating children’s artefacts, and thematic analysis is used to find emerging themes (Bryman, Social research methods. Oxford University Press, 2016). Findings indicate that different languages interact with each other in children’s artistic creations, and cultural perspectives can be found children’s oral and written expressions both implicitly and explicitly. Multimodal artefacts show children’s multilingual and multicultural practices in the lesson named Dream of Octopus. Suggestions are provided regarding supporting culturally and linguistically diverse children’s literacy practices and identity affirmations.