One of the most controversial policies in minority education concerns the so-called inland ethnic minority schools or classes in Han-inhabited areas in China. From 2000 onward, the boarding Xinjiang Classes have been established in the eastern cities of China for high school students from the Xinjiang Uyghur Autonomous Region to educate young Uyghur and other ethnic minority students through the national curricula. Guided by the theoretical framework of social capital analysis, this article examines Uyghur students' experience of speaking ethnic language after classes in the Xinjiang Classes in response to the "Hanyu" (Chinese language) education in the school. The study finds that the Uyghur students are capable of creating "bonding social capital" by practicing ethnic norms and sanctions, which draws an ethnic boundary and demonstrates resistance to the school goal of ethnic integration. (Contains 3 tables.)