This article aims at a better understanding and a comparison of the concurrent and collaborative dynamics of student recruitment between French-language high schools. The schools are located in two urban environments in Ontario and [End Page 297] have never been part of such a study. The data collected is comprised of interviews with five school administrations, answers from 89 parents of students to an online questionnaire, and an analysis of the schools’ websites and the local policy regarding attendance and admission zone. The underlying theory refers to education policy and school market. Results show that parents might consider two, three, or even four schools in the surroundings before settling their choice; this trend is stronger in Ottawa, where a larger number of French-language schools are accessible at a shorter distance than in Toronto. Half of the parents said they found information about the schools by visiting them and by talking to people in their neighbourhood. Among the programs deemed interesting by the parents, the Baccalauréat international (BI), with several school administrations trying to get accredited, comes in first place, but it raises many questions regarding the students who are not admitted. The school principal’s discourse reveals the importance to put their institution forward, and their relationships with neighbouring schools are expressed in terms of collaboration and competition, although in Ottawa, schools seem to collaborate more. Schools closer to each other try to define their uniqueness and adapt their message to the students they are targeting; whereas in Toronto, schools that are sometimes relatively new on the market compete in their offered program to attract students. Competition between the schools is thus higher in the Toronto area, where the Francophone or Francophile student population is smaller (but growing in some parts of the city where the construction of new schools is needed). The conclusion points to a competitive interdependence between the schools.