The present paper attempts to discuss the causes and difficulties in ‘Learning with understanding’ in a multilingual classroom. With a case study of an industrial township school in Uttar Kannada district of Karnataka where a typical classroom occupying 40 students has linguistic diversities. The present paper aims to check the ability of students to use a non-native language as a communication language and to understand the teachers’ and students' views towards multi-lingual classrooms with their own opinions and teachers’ observations. The study discusses the factors that are significantly responsible for creating barriers in communicating in the English language. The study evidences that classrooms are failing to prepare a similar kind of atmosphere for language acquisition, which students make for themselves in an informal setting. English, being the language of instruction, need not be used for the sole purpose of undermining the hegemony of other languages. The paper suggests providing a suitable platform for the learning of the mother tongue. And also suggests the need to find its place along with other Indian languages. It is highly important to focus on the curriculum of the third language in the 3-language formula. The Teaching in Pre-Primary grades needs many reforms. Early childhood education has become an important platform for further education these days. The methodologies used in teaching need improvement.