This article analyses school systems for two of Ukraine's minorities, the Hungarians and the Crimean Tatars with the aim of assessing their success in promoting ethnocultural identity and social integration of the minority youth. I demonstrate that the exclusive instruction in Hungarian ensures the reproduction of group language knowledge and identity among the minority members but perpetuates their inability to communicate in the majority language and thus limits their social mobility. In contrast, the limited scope of education in Crimean Tatar exacerbates the problem of its poor knowledge by the group members and, therefore, vulnerability of their cultural identity. I argue that the introduction of bilingual education is the best way to solve the two groups' educational problems.