Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students' linguistic repertoires during field placement in multilingual, mainstream schools in Norway. The data were collected through seven focus groups with 24 PSTs alongside classroom observations of four of these PSTs during 1 week of field placement. Although the PSTs expressed uncertainty about including in the classroom languages apart from Norwegian, this article provides examples for how they spontaneously drew upon their own and their students' linguistic repertoires via translanguaging, although it also demonstrates how these PSTs adapted to the practices commonly accepted at their respective field placement schools. Thus, I argue that the spontaneous translanguaging these PSTs apply should be integrated into a comprehensive translanguaging pedagogy to challenge traditional approaches to multilingualism in education and to benefit the schooling of all children. This approach encourages teacher education to prepare PSTs for acting out pedagogical translanguaging.