Our contribution depicts the emerging of a 'Deficit Perspectives' scale (Döll et al., 2021) by surveying prospective primary level teachers' deficit perspectives regarding migration-related multilingual pupils, based on the theoretical framework of Migration Pedagogy (Mecheril, 2015). We therefore collected and analysed qualitative and quantitative data concerning questions about students' beliefs towards, and experiences with, multilingual pupils and (inner) multilingualism. The aim was evaluating, whether and, if so, how students' deficit perspectives on migration-related multilingual pupils change over the course of two semesters of a required university module on topics such as migration and multilingualism, among others. Our findings show no increase in students' deficit perspectives, but no increase in appreciation and resource orientation either.