This thesis investigates how gender influences female, non-EU immigrants’ language acquisi-tion through the perspectives of relevant institutions and organisations in South Tyrol. As a historically trilingual and legally protected minority region in northern Italy, South Tyrol also provides an added layer of analysis compared to monolingual contexts. Situated at the inter-section of Gender and Migration Studies as well as Applied Linguistics, the study seeks to highlight how immigrant language learning is influenced by gendered consequences and the institutional structures and socio-geographical aspects specific to South Tyrol. Drawing on the theoretical field of Adult Migrant Language Education (AMLE), the research combines a the-ory-generating approach with semi-structured expert interviews through two perspectives. The findings reveal how gendered roles, and the minority context of South Tyrol intersect to influ-ence language education, policies, and access to courses. Moreover, the study reveals imbal-ances resulting from differences between the integration frameworks of the Italian state and South Tyrol’s trilingual reality. Ultimately, the thesis seeks to contribute to research on the integration of immigrant women in multilingual contexts.