This paper discusses how some well-educated Muslim Uyghur immigrants position themselves in relation to the education systems in Canada. The findings reveal that, on the one hand, these immigrants view education in Canada as very empowering, reflecting the long existing discourse of Orientalism. Their special background as a deeply oppressed Muslim group in China seems to have only added to this position. On the other hand, they have started to see some disempowering aspects of Canadian education that have the potential to sabotage Uyghur identity and culture, while realizing the values and importance of their own community cultural wealth for maintaining and strengthening their collective identity. Put differently, their admiration is also accompanied by their resistance to the same knowledge systems, foregrounding their own religious and cultural wealth. Many of them defy the Euro-centric nationalism and secular liberalism, some manifesting their agency at a more political level.