This study investigates school segregation for newly arrived adolescent students (aged 16-22) in Norway. Based on an interview study in two Norwegian adult education establishments and drawing on a sociocultural framework, the article highlights the students' experiences with and perceptions of school segregation. More specifically, it analyzes which notions of second language learning come to the fore when the students reflect upon their school situation. The main finding is that the students are critical of the segregated system because it makes it hard to get to know Norwegian-speaking peers and thus, to learn Norwegian. They resist the linear model of language learning intrinsic to school segregation and feel that their language learning and their integration are being delayed as a result of the segregated system. As such, they perceive second language learning as dependent on social participation in second language communities, in line with sociocultural approaches.