A growing body of empirical studies indicates the educational benefits of bilingualism. Despite this tendency, bilingual minority students are being pressured by school authorities to shed their mother tongues. We conducted qualitative interviews with Turkish-bilingual and native-monolingual students in Flemish (Belgium) secondary schools to investigate how students evaluate their languages, how Dutch monolingualism is imposed, and how students respond to the dominance of monolingualism. Our results indicate that the mother tongues of bilingual students are mainly perceived as a barrier to educational and occupational success, while the benefits of bilingualism are unknown. Thus, both Turkish-bilingual and native-monolingual students approved of speaking one language. We also found that monolingualism was strongly imposed on students by explicit encouragement, formal punishment when bilinguals speak their mother tongue, and exclusion of foreign languages from the cultural repertoire of the school. These results are discussed as they relate to policy-makers, scholars of bilingualism and institutional racism. (Contains 1 table and 4 notes.)