With thousands of students enrolled in bilingual schools in Latin America, there are long-standing concerns regarding students' negotiation of their national identities. Arguments have been raised that these programs may contribute to the denationalization of students' identities, or that schools' prioritizing of foreign cultures results in graduates being unable to find their place in either culture. Yet scarce empirical research has explored the influence of bilingual schools on students' national identities. This qualitative study problematizes the construct of "denationalization" and instead draws on Hamel's framework of monoculturalism/lingualism, multiculturalism/lingualism and pluriculturalism/lingualism to explore how students at The Pines Bilingual School (Honduras) perceive the influence of their school on the negotiation of their national identities. Findings indicate while students describe themselves from pluricultural/lingual and multicultural/lingual orientations, at times, they problematically position other Hondurans as monocultural/lingual.