Identity is not defined as a designation, but as the “work” of actors who direct their actions and attempt to build unity out of various elements of their social life. This article focuses on the identity positioning process of young people in Francophone schools, and their perceptions of what it means to be Francophone in British Columbia. The study tries to understand how students see and define themselves, and to what extent, through their ideas, identities and actions, they participate in the construction of their own identity, and also in the collective identity of the Francophone community in this province. Since the processes at work in the social construction of reality can be understood based on individuals’ social experience, the central question invites reflection on the integration of multiple cultural identities and the bilingualism or multilingualism of students in French schools. Our exploration considers the plurality of students’ Francophone identity as an asset for scholastic learning and for strengthening the vitality and building the collective identity of the Francophone minority community.