This article describes the social, linguistic and academic integration processes of immigrant students in an area of low-density immigration in Quebec, Canada. Interviews were conducted with 15 secondary school students who had been in the country for 2 months to 4 years, in order to get a wide sampling of their experiences of the process of integration. The 45 minute individual interviews were semi-structured to allow students' priorities and concerns to dominate the data and to obtain emic perspectives. These adolescents recounted their experiences of isolation, and the most discussed topics were conflicts between immigrants and Quebec-born students and difficulties in establishing friendships with Quebeckers. Immigrant students reported impressions of the inauthenticity of their French language learning in closed "accueil" classes due to their isolation from regular stream classes. The data indicate a striking segregation between students of immigrant origins and host society youth in this school, revealing problematic aspects of the system of "accueil" classes and the exclusionist school discourses that prevail. Policy implications include the necessity of creating inclusive school discourses and providing intercultural education for all students. (Contains 1 table and 2 notes.)