This article deals with the identity construction process of Francophone students engaged in a teacher’s program in French in a minority context in Saskatchewan. Using an interactionist approach, identity is defined as the product of a variety of interactions experimented by an individual in his life course. The analysis of five identity narratives centered on the discourse of participants shows that the majority have an “affirmationist strategic” identity profile and that linguistic boundaries have contributed in shaping their linguistic and cultural identitities. Overall, the participants share a strong sense of attachment to their Fransaskois identity, a French minority identity. The results of this exploratory study reveal that university studies have an impact on the identity construction of participants.