This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students' identities operated in linking their academic abilities and particular life experiences in terms of race, gender, class, language, and immigrant status. The youth identified their separate programme as a problem in that their placement in it has to do with the fact that they are Black. The study provides important insights into the ways students with refugee backgrounds are being integrated into Canadian schools; and that, in some cases, the approach to their education operates to stream them along the lines of ethnicity, race, and life experience -- the consequence of which is likely limited educational, occupational and social outcomes.