This study concerns the impact of attending an ethnoreligious school on the ability to master French for Armenian, Muslim and Jewish students registered in French schools, in Secondary Four and Five. It builds on the research of Sercia (2004) that focused on the social integration of immigrant students. The measure of aptitude in French is composed of twelve items that cover the attitudes, behaviours, preferences and intentions of students. The analysis of data shows significant differences between the three groups on one or more of the variables, which leads the author to trace a unique portrait of each group that accounts for its particular situation.