This chapter presents the methodological design of the study and situates the research within the daily realities of multilingual classrooms. It outlines the qualitative approach adopted to capture the voices and lived experiences of Thai-speaking pupils, employing interviews, classroom observations, and participant narratives as primary methods of data collection. The sampling process is explained, along with the linguistic and cultural backgrounds of the participants, to provide context for understanding their schooling experiences. The chapter also highlights the interpretivist paradigm underpinning the study, emphasising the importance of meaning-making and the co-construction of knowledge between researcher and participants. Ethical considerations, including the protection of pupil identities and the sensitivity of researching minority communities, are also discussed. Furthermore, attention is given to the researcher’s reflexivity, recognising how positionality shapes both data collection and analysis. By presenting methodological transparency, the chapter establishes the trustworthiness of the study and illustrates the value of centring pupils’ own perspectives rather than relying solely on institutional or policy-level accounts. Ultimately, this chapter provides the foundation for the empirical findings, offering insights into how minority learners navigate complex linguistic and cultural terrains within the Malaysian education system.