The Université de St-Boniface, a small Western Canada Francophone university, actively recruits its undergraduate students from immersion schools, French-language schools, and the French-speaking immigrant community. Nevertheless, a high number of students accepted have difficulties in the area of linguistic competence.The preliminary results of my qualitative research, based on a series of interviews with Allophone, Francophone and Anglophone students, suggest a growing sense of “linguistic accountability” due to the integration of certain elements of the Canadian Language Portfolio for Teachers (CASLT/ACPLS, 2010) in their makeup course Français 1001: Grammaire de l’écrit. The implications for linguistic support, pre-service teacher training and the crucial role of secondary schools are highlightedin the report.