Using Victoria as an example, this study attempts to explain why early French immersion (EFI) has remained a minority program within a universal public education system, despite its averred contribution to national and individual economic well-being and national unity. Explanations for EFI's minority status can be found in the historical and contemporary contexts of the program, and in responses from pressure groups, the public, parents, and local and provincial education policy-makers. Although a majority of English program parents in Victoria would like additional intellectual challenge and enrichment for their children, many have concluded that EFI is incompatible with their children's needs. In contrast, more EFI parents are satisfied with their education program. This study asked both parent groups to indicate their motives for program selection. In addition, the attitudes, motives and characteristics of the two parent groups are contrasted in relation to their own party allegiances and political orientations and to those of the British Columbian electorate. (Abstract shortened by UMI.)