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How do students who attended French immersion schools and French school within a minority context perceive the cultural component to which they were exposed throughout their schooling? That is the question we are asking throughout this exploratory research, which uses the reflective drawing methodology. The results indicate a real dichotomy in students from francophone schools between, on the one hand, a position that fully associates culture and identity constructs – a position that relays de facto the school’s discourse – and, on the other hand, a position that points to the deficiencies in teaching culture and that asks if the students’ plural identity is respected. Likewise, students coming from French immersion schools are also split between those who are enthusiastic about the way they were exposed to francophone culture and those who, more critical, lament a limited and stereotypical teaching approach. This study, which asks students in education to reflect on the way culture is taught, highlights a real need for training when it comes to teaching languages and culture and plurilingual/pluricultural education since these future teachers seem positioned to reproduce a way of teaching that they describe as being partly unsatisfactory. [ABSTRACT FROM AUTHOR]