This article analyzes qualitative data obtained from focus groups with students learning in schools with a majority and minority language of instruction from Estonia, Latvia, Romania, and Slovakia. The focus groups were developed within the framework of the project "Divided Education, Divided Citizens?" conducted by the Network of Education Policy Centres in eight countries of East-Central Europe and Central Asia. Although students who took part speak positively about diversity, they nevertheless exhibit a range of outgroup biases and self-enhancement constructions. Such intergroup perceptions are described in conjunction with the students' assumptions concerning citizenship, ethnic culture, and history, and conclusions are drawn as to the policy relevance of the findings. (Contains 2 notes.)