In today’s multicultural world, it is important to promote multicultural awareness and solidarity from the earliest possible age. One of the ways to achieve that is to approach children through the world of imagination. Multilingual picture storybooks representing a number of different cultures might interest young learners in foreign languages and cultures, as well as familiarize them with their own cultural and linguistic background and heritage. The aim of this study was to explore the pedagogical potential of a multilingual and multicultural picture storybook called Mixter and Mixus Mic: Europe adventure, created by the author of this paper, and of students’ projects inspired by Cummins’ (2006) concept of identity texts in promoting multicultural awareness among Croatian primary school students. The study was supposed to find out which aspects of multicultural awareness would be the easiest to grasp for young learners, which aspects of the storybook would be most helpful in promoting multicultural awareness, which aspects of their own culture would the students include in their identity text projects and if the storybook and the identity text projects would spark students’ interest in learning about their own language and culture and other languages and cultures. The students grasped all of the important aspects of multilingual awareness: accepting and respecting differences and similarities between different countries and languages, the importance of tolerance and appreciation, acknowledging and overcoming foreign language anxiety in order to communicate and form friendships with people from different countries. Most helpful in promoting multicultural awareness were the features most prominently represented in the storybook: flags, languages, famous buildings/sights, local food, traditional clothes, local music, songs, instruments, and dance. The aspects that the largest number of students included in their identity texts were food, famous people, the flag and the coat of arms, nature and different regions and cities. All of the students showed excitement and enthusiasm when reading and listening to the storybook and when doing their identity text projects in which they represented their countries and languages, and most of them showed interest in learning more about different countries and languages. We believe that the use of similar storybooks is a good step towards raising their multilingual and multicultural awareness.