This research aims at probing the perceptions of the cultural role of francophone schools in British Columbia. For this study, interviews were conducted with teachers and principals in three elementary Francophone schools in the Vancouver area. Administrators at the French Education Authority as well as some of the elected school board trustees were also interviewed. Various perceptions expressed are outlined, contrasting and comparing viewpoints in order to come to a better understanding of how members of the education community view the cultural role of francophone schools in British Columbia. Out of the study emerges a heterogeneous view of culture and identity based on the respective origins and experience of participants. The study also outlines a composite portrait of the francophone community based in the Vancouver area. It concludes with a series of recommendations aimed at guiding the management of cultural development and dissemination within schools under the jurisdiction of the Francophone Education Authority. (Abstract shortened by UMI.)