This study explores the implications of Canada's official bilingual status on young immigrant adults who are presently studying at the undergraduate level at university. More precisely, I examine how these young adults have experienced and judge French as a second official language (FSOL) learning in "English-dominant" regions of Canada. Through a questionnaire and interviews, the participants reveal that they invest in FSOL with the goal of adding French to their multilingual repertoire that includes English primarily in hopes of future economic gain. Examining the data through the lens of investment, I posit that access to FSOL as an investment and conversion of the investment into economic gain is mitigated by unequal positions of power that highlight Canada's emphasis on official language bilingualism to the practical exclusion of multilingualism. I suggest that means to change unequal practices may lie in the bi-directionality of relations between education and society and propose that rather than having language education in Canada reflect the official discourse, that education be used as a means to influence the discourse and practice thereof to be more inclusive of all languages. (Contains 6 tables and 5 notes.)