In the context of teacher shortages for francophone and immersion programs in Alberta, teacher education programs are particularly attractive for students of immigrant origin who wish to quickly integrate the Canadian labor market. However, the students enrolled in a teacher education program of a Francophone postsecondary university in Alberta encounter many difficulties during their training, especially during the stressful period of internships in the schools, where students are additionally confronted to a new educational culture that is very different from the one experienced in their home country. This exploratory study crosses the analysis of institutional policies on diversity and inclusion with the discourse of institutional agents and immigrant students registered in teacher education programs. It highlights the discrepancy between policies and the experiences of immigrant students in teacher training, as well as the parallel discourses held on these experiences by both participants.