This paper examines French as a second official language (FSOL) teachers' perspectives as they relate to the inclusion of immigrants who are learning English (IMMs), in elementary FSOL education in an English-dominant region of Canada, in particular within French immersion. In this paper, I have tried to examine the question of access to elementary FSOL education for IMMs and its potential outcomes with the hope of raising awareness of this issue and finding solutions. The questionnaire and interview findings revealed that teachers distinguish between core French and French immersion programme options when considering the inclusion of IMMs. Using a lens of inclusive education, this paper shows the FSOL teachers practiced segregation and benevolence in both limiting access to FSOL education for IMMs and in their pedagogy. Solutions to promote movement away from segregation and benevolence and towards inclusive FSOL education are suggested by the research participants and the author. (Contains 3 tables and 6 notes.)