Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K-12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates, parents, and administrators) across different FSL programs. Findings reveal that although not the case for other stakeholders, distinct programmatic research agendas emerged for students and teachers (with an over-extended focus on French Immersion students). However, research practices that combine stakeholders from different programs also point to the potential for programmatic transfer and the possibility of addressing overarching issues unique to FSL in Canada. One such issue was Canadian bilingualism and bilingual identity. Despite clear consensus across all stakeholder groups that FSL is a vehicle for bilingualism, contradictions and tensions emerged around dimensions of power inherent to Canadian bilingualism. The study concludes with detailed thematic findings for each stakeholder group and suggested future research agendas.