Aotearoa New Zealand is a super diverse nation in terms of the ethnicities of its people and languages spoken. With an increased rate of immigration from various parts of the world, the presence of multiple languages in many domains of social life is a reality. Consequently, classrooms are now places where learners have different linguistic and cultural backgrounds, where they may speak one language at home and another at school, where teachers and students may not share a common language or cultural background, and where some or all of the students are learning the language of instruction as a second language. This diversity can be challenging for both teachers and students and carries profound implications for mathematics and statistics educators. The following research questions guided this study: (1) How do multilingual Year 9 students negotiate communication in small-group and whole-class settings when working on probability tasks? and (2) How might teachers draw on home languages, contexts, and cultural experiences to enhance the probability understanding of multilingual students? Three male teachers participated in the study. One was a beginning teacher, whereas the other two teachers had considerable experience of working with culturally diverse students. Implications for teachers, teacher education, and research are discussed.