identity choices of bilingual adolescents, since adolescence is an important period of identity negotiation (Bourgeois, Busseri et Rose-Krasnor, 2009). This article will thus explore the way in which Manitoba adolescents from two school contexts with French as the language of instruction, perceive, interpret and define their linguistic identity. The data are taken from semi-structured interviews conducted in 2016 with students from three Manitoba secondary schools in both French and immersion school environments. These data show that, although bilingual identity is preferred in all school contexts, students from French-speaking and immersion schools differ in the way they perceive their linguistic identities. However, to meet student needs, schools and educational stakeholders should first better understand the linguistic identity choices of students and then meet the common objective of these schools, which is teaching French in a minority setting.