In Scandinavia, where all students learn two or more languages in and outside of school, plurilingualism has been embraced as an important goal in language curricula. However, previous research has shown that teachers struggle to understand what plurilingualism is and how it can be implemented (Daryai-Hansen & Albrechtsen, 2018; Haukås, 2016; Lundberg, 2019). Through a qualitative content analysis (Mayring, 2015) on the national curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden the paper seeks to address this lack of clarity by identifying which pluralistic approaches can be found in the respective countries’ language curricula. The theoretical framework for the analysis is the three approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures (Candelier et al., 2007): integrated didactic approach (IDA), intercomprehension between related languages (ICRL), and eveil aux langues (EAL). The analysis shows that there are several similarities across the Scandinavian countries, but also some major differences, showing that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.