This study explores the linguistic context of a francophone school in Alberta. The issue of the use of English in a francophone institution in a minority setting is at the heart of this qualitative research. The participants included students, a school administrator, a school board member and a parent. The data created a profile of the linguistic reality that might exist in the Alberta francophone school environment. Themes emerging from the interviews shed light on issues such as code-switching, perception of language and levels of fluency in French. The data presents factors which may help us understand why and when students in a francophone school setting would choose to use English instead of French in their particular school context.