This article examines perceptions on the variety of French of French immersion students. From an ethnographic and sociolinguistic study conducted in two Junior high schools in Western Canada, the author examines teachers', administrators', parents', and students' discourses on French. Even if students are happy with their overall experience in French Immersion, they also feel that their French is never good enough. Firstly, the dominating ideology in Canada and around the world promotes standard French for second language learners. Secondly, one needs to be legitimate (to have the right, Bourdieu, 1978) to be part of the groups that speaks French. In this globalized world, in order for French to be valued in different areas of our day-to-day life, one needs to accept different French speakers.