In 1994, the Alberta government established the required structures which permitted the francophone minority to manage and control its own schools. As of August 1997, the newly established Francophone Regional Education Authorities were operating 14 autonomous schools. The purpose of this study was to determine the current issues facing key decision makers of these francophone schools and to examine, in part, how these issues were being addressed. The findings of this interpretative study are organized into three sections. The first of these provides a description of the structures which set the context for the main findings of the study. The second section provides an overview of the current issues facing Alberta's francophone school jurisdictions, and the third section relates to the participants' assessment of the future prospects of francophone education in Alberta. The second section, current issues, represents the main findings of this study. Five categories of current issues emerged. The first category of issues relates to the community. Because the community is made up of individuals from many sources, it was found that the francophone community had difficulty agreeing on a common vision for itself as well as for its schools. The second issue relates to the difficulty these newly established schools are having to establish themselves as credible alternatives for the potential clientele. The third issue is resources. Participants suggested that although much had been gained in recent years, individuals working in the area of francophone schooling still do not enjoy equity with those working in majority schools. The fourth issue has to do with enrollments. To date, it appears only 10% of potential students are enrolled in these schools. The fifth issue raised relates to the degree of management and control. Participants question the overall degree of autonomy actually enjoyed by key policy makers. With respect to addressing these issues, it was found that the process is context bound and, as such, is influenced by many environmental forces which are beyond the control of educational leaders.