This study presents the first results regarding the schooling of children with Tourette syndrome in Quebec within the context of the education reform. The objective is to present data concerning symptoms, behaviors, comorbidities, classification of special education, and educational environment. A questionnaire was developed and sent out to the members of the Association québécoise du syndrome de la Tourette. Results show that 14 of 32 participants are not in special classrooms. Nevertheless, classification associated with psychopathological problems is the most frequent outcome. Conclusion reflects upon the type of support and interventions that may lead to school success.