The term extramural English (EE) refers to the English learners' contact and encounter with the English language outside the walls of the classroom. Moreover, it is the activities that the learner is involved with outside the teaching or learning context and the English-mediated activities that students engage with in their spare time. Compared to other European nations, Swedish teenagers’ level of proficiency in English is notably higher and the reason for this may be the amount of English that young students use and are exposed to on a regular basis.  The present research investigates if and in what ways Extramural English activities differ between Swedish monolingual and bilingual/multilingual students and if one of the groups engages more in activities that involve English outside of the classroom.  It also examines if there are any differences in motivation in learning English between the two groups according to Dörnyei’s (2009) L2 Motivational Self System, and if there are any differences in how the students rate their own proficiency levels. For the present study, the methods consisted of a questionnaire survey with a follow-up interview. Quantitative data was collected through an online questionnaire with a total of 66 participants.  For the quantitative data analysis, a Mann Whitney U-test and t-tests were used to compare the values of the means from two samples in order to see whether if they have different mean values, in this case, the monolingual group and the bilingual group. The results showed that there were no significant differences between the two groups regarding the amount of EE activities, motivation, and self-rated proficiency. The conclusion is that English is a large part of students’ lives in Sweden, and that language background does not make any difference. Lastly, the bilinguals’ linguistic repertoires do not occupy more space than those coming from a monolingual background.