This study gathered current practices of New Zealand speech and language therapists (SLTs) working with multilingual children through a nationwide survey. It examined the languages spoken by the SLTs, the children on their caseloads and the SLTs training in this area. The study also aimed to examine the SLTs assessment and intervention practices and service delivery methods with multilingual children. Results found that there was limited overlap between the languages spoken by the SLTs and the children on their caseloads. Three[ quarters of the SLTs reported feeling that their training had not adequately prepared them to work with multilingual children. English was the primary language used by the SLTs during assessment and intervention and the reason given for English[only intervention was that the SLT did not speak the child’s language. Major gaps in the literature were identified around the lack of develomental norms for multilingual children. To date there has been no information regarding New Zealand SLTs practices with multilingual children. This study therefore aimed to outline practices found and compare these to current recommendations from the literature. An update to the recommendations was designed in the form of a flowchart, to offer an easy to follow guide for clinicians when diagnosing and planning treatment for multilingual clients.