This chapter investigates how refugee children in German primary schools articulate their relationship with German as a destination language and how these attitudes are tied to social identity and belonging. Addressing a gap in predominantly adult- and institution-centered research on multilingualism in (forced) migration, the study adopts a child-centered qualitative design. The empirical basis is drawn from a larger project (Chamoun, 2024) and focuses on two eight-year-old refugee participants (Afghan and Syrian background). Data consist of child-produced drawings prompted by “Me and the German language” and semi-structured interviews in which the children explained their visual representations; interviews were anonymized and translated from German to English. The analysis shows that both children frame German primarily as necessary for participation in school and public life, whereas their first languages function as identity-affirming resources linked to family, religion, heritage, and emotional security. Experiences of linguistic devaluation and discouragement of heritage-language use shape ambivalent orientations toward German and reinforce perceptions of distance from the dominant linguistic community. At the same time, the children display agency in maintaining their first languages, particularly within the home domain. The chapter concludes that language support focused narrowly on proficiency risks overlooking the affective and identity dimensions of destination-language acquisition, and it highlights the importance of educational practices that validate and integrate children’s multilingual repertoires to foster both inclusion and belonging.