Regardless of their location, international schools serve as paradigmatic multilingual enclaves. They gather and group multiple cultures under one roof. Given the scope and the spectrum of different languages and cultures present, the pupils and the teachers necessarily find a common communicative foothold in a lingua franca, which is most often English. Thus, the pupils attending international schools are most often multilinguals by default, as they use and are fluent in their heritage language at home, use English at school, and are surrounded by the language and culture of the society at large. This paper presents a case study of young multilingual pupils of various cultural background (Russian, Azerbaijani, Chinese and Slovenian) attending the third grade in a Croatian international school. The study is aimed at establishing their linguistic profiles on the model of the Dominant Language Constellation concept of multilingualism (Aronin & Singleton, 2012). The introduction covers an outline of the theory and its context, followed by instances of previous research on the topic of multilingual profiling. The main body of the paper presents the study of the young multilinguals, which is followed by a discussion on the results and possible implications. The DLC concept proved more than appropriate in profiling young multilinguals’ core languages. The answers to how, when, where, why, and whom with the pupils used their languages, paired with their own perceptions of their DLCs can be beneficial towards a better understanding of certain DLCs, as well as tailoring the educational solutions aimed at a certain DLC group.