This article aims at better understanding the identity construction process of youths from immigrant background in Montreal (N=37) in the course of educational transitions, from primary school to university. The analysis of their life stories, with a constructivist theoretical framework, underlines the construction of a strong boundary between “francophones québécois” and “youth from immigrant background” at high school. However, when they experience postsecondary institutions, youth revisit this boundary and consider new feelings of belonging. Data analysis shows that identity pathways at the postsecondary level are different according to the linguistic sector (French or English university) the youths attended. In conclusion, research and avenues for intervention are suggested.