French language acquisition and maintenance can be a difficult process, especially in a minority context. This study examines the acquisition of French by children from a linguistic minority context from the perspective of parents and teachers. Parents (n = 108) and teachers (n = 37) from a northeastern Ontario school board completed a questionnaire that asked about their perceptions of French language acquisition and the strategies they use to encourage and support the children’s acquisition of French. A qualitative analysis of the responses was then conducted. Parents and teachers felt that there were significant challenges to children’s French language acquisition. Several strategies were provided to counter the effect of assimilation and encourage the use of French in French-language schools.