Health and social services professionals say that they are poorly equipped to work with Francophone communities in minority situations (FCMS). A better understanding of professional training practices in these disciplines, through congruent pedagogical approaches and meaningful training content related to the specific needs of FCMS, would help improve the training of future professionals. A review of the literature on pedagogical approaches currently being used in diverse linguistic minority contexts facilitated the creation of a questionnaire targeting professors of French-language health and social services programs in Canada. Results indicate that the respondents themselves feel poorly equipped to adequately prepare their students to work in a Francophone minority context.