Collegiate mathematics instructors are moving away from traditional lecture-based teaching practices to accommodate the pedagogies that support more active student learning. As part of the movement, groupwork has been increasingly implemented. At the same time, mathematics classrooms have become increasingly diverse and also in the distribution of students' primary languages. In this report, we examine two students' experiences with groupwork in a collegiate mathematics course. What commonly binds these two students is that they each found themselves to be the only member of their respective groups who uses a different primary language from the other group members. After presenting the experiences, we provide instructional implications for group formation in linguistically heterogeneous classrooms.