This paper presents a comparative analysis of heritage language (HL) education in Germany, Hungary, Poland, Slovakia, and Spain. Using harmonised data based on 22 guiding questions, it examines national education systems, legal and financial frameworks, organisational models, and statistical indicators. The study reveals diverse approaches – from institutionalised to community-based – and shared challenges such as limited teacher training and unequal access to resources. It calls for more coherent HL policies and stronger recognition of HL learners in national and European agendas.