Research has shown that foreign languages can be an important driver towards better job opportunities. This is more likely to be the case if young people take foreign languages into account when developing their career and educational expectations. These expectations depend greatly on the context and the opportunities students perceive to be available to them (Schoon and Parsons, 2002; Patton and Creed, 2007). Schools can play a fundamental role in the development of students' expectations by helping them understand the full potential of mastering foreign languages (Archer, DeWitt and Wong, 2014; Fisher, 2018). This paper examines how speaking more than one language and learning at least one foreign language at school relate with students' career and educational expectations. It is based on questionnaire data collected from 15-year-olds in 79 countries and economies as part of the 2018 Programme for International Student Assessment (PISA), as well as on qualitative interviews with students from Costa Rica, Denmark, Hong Kong (China) and Spain.