In Nova Scotia (Canada), many French-Acadian parents have expressed fears with regards to having their children schooled entirely in French, with the exception of English as a second language. Their main fear is that their children would have difficulties integrating into the dominant Anglophone community. The study presented here is based on a theoretical model that takes into consideration the variables deriving from the daily linguistic life of schoolchildren. It concludes that the parents' fear is unfounded. Two types of analyses allow the authors to conclude that linguistic competence in English is not disadvantaged by schooling in French. On the contrary, with a strong schooling in French comes a higher degree of bilingualism. Bilingualism is thus more "additive". Furthermore, in accordance with Cummins' linguistic interdependence hypothesis, the stronger the linguistic competence in the minority language, French, the higher the scores for competence in the majority language, English.