This chapter reports on a study which aimed at exploring the potentialities of using the Dominant Language Constellations (DLC) approach in school education, among students and teachers. The study used the DLC as a theoretical concept and a creative qualitative tool, employing an arts-based methodology to trace teachers’ and students’ DLC representations and visualisations with the ultimate aim to ‘visibilise’ and validate their language repertoires, voices and identities. The empirical study was conducted in an experimental secondary school in central Greece with the participation of 8 teachers and 19 school students, who were actively and collaboratively engaged in reflecting on their DLCs and language repertoires as well as in creating their DLC artefacts. Focus groups with teachers, oral narratives and field notes were used as data collection methods. The findings indicate the potentialities of using the DLC as a theoretical construct and a creative tool to acknowledge and promote linguistic/cultural diversity in school education, and develop language and metalinguistic awareness, ‘liberating’ feelings and sharing experiences with lived multilingualism.