For Ontario’s Francophones, the French-language school has always been an essential element of the community’s survival. With today’s highly diverse school population, this institution first faced gradual Anglicization among students and then opened its doors to young immigrant parents who settled in Ontario, particularly in the regions of Toronto and Ottawa. Young people with an immigrant background face significant challenges in their social and educational integration. This article examines the official political discourse on the inclusion of students from an immigrant background in French-language schools in Ontario. My thinking is based on the review of school policies and key documents on the issue. I conclude that since the beginning of the new millennium, efforts have certainly been made to facilitate the inclusion of immigrant students in schools. However, the official discourse is still based on principles that limit real inclusion by emphasizing the importance of a unique Francophone identity, rather than helping students to gain better understanding of the issues.