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During the 19th and first half of the 20th century, Tunisia was a destination for many Italian migrants and a country at the center of imperial rivalries operating in the Mediterranean. This paper investigates the role that the Italian school network in the Tunisian Regency occupied both in community-building among Italian immigrants and in the Franco-Italian imperial rivalries. By focusing its analysis on government schools, it assesses how their political intent changed diachronically concerning the geopolitical context's evolution, especially after the French military occupation of Tunisia. International agreements, defense (and construction) of extraterritoriality, imperial tensions, and colonial society were the cornerstones that constituted the educational institution's space of action. Making use of the documentation from the French, Italian, and Tunisian archives, the research also demonstrates, on the one hand, the supplementary relationship of private-subsidized schools to the rigid governmental network. On the other, it highlights the autonomous educational experiences of immigrant groups. [ABSTRACT FROM AUTHOR]