Virtual Reality (VR) is an example of a technology offering interesting potentials for learning in schools. Through VR, information and knowledge are made accessible in new ways since the technology allows experience destinations and content in 3D format that goes beyond classroom. In addition, VR invites activities where teachers and students can engage in the creation of content. The study has a particular interest in teachers’ educational design using adaptive VR-environments in multilingual study guidance. Multilingual study guidance is a support in Swedish schools to enhance the development of subject content learning in native language. Based on a co-design approach combining methods of action research and design-based research the aim of the study is to explore how to didactically design multilingual study guidance to promote the development of students’ conceptual knowledge with adaptive VR-environments. The research questions posed are: (1) How do study guidance (SG) teachers plan and organize for multilingual study guidance with adaptive VR-environments? and (2) In what way is the subject content enacted in adaptive VR-environments? The data concerns interviews and workshop discussions with two SG-teachers reflecting on opportunities and challenges with multilingual study guidance carried out in VR-environments. The results show in what ways adaptive VR-environments function as a bridge between students’ first language and the subject area content and that the SG-teachers act as pillars of support. Furthermore, the study contributes to increasing the quality of multilingual study guidance, which is a field where research is limited.