The increasing popularity of radical right, anti-immigrant, neo-nationalist movements can be seen as a response to super-diverse and complex migration and globalization processes challenging the ideology of the 'nation-state' and the traditional education system. Based on the question of how English is increasingly viewed as a threat to Swiss national languages and identities, this study presents data from Switzerland, often portrayed as the ideal multilingual country. Such a challenge was nevertheless confirmed through the qualitative analysis of 38 in-depth interviews conducted with students and teachers at three secondary schools in three language regions, policy makers, and open-ended questions from 94 student questionnaires. Language education policies have divided the educational landscape into certain regions prioritizing English over a national language and others adhering to the traditional curriculum. The data reveal strong ideological beliefs, lacking intranational communication, and personal as well as societal struggles of positioning based on linguistic competences, expectations, and policies. This article advocates for interdisciplinary approaches to (language) education as societies' and students' needs constantly evolve and calls on all learners' and educators' responsibility to counteract such movements.