Islamophobia is omnipresent in Western societies. Within Canada, however, it is markedly pronounced in the French-speaking province of Québec. Negative attitudes, identity politics, hate crimes, a massacre, and discriminatory laws all plague the Muslim communities in this province. Despite its gravity, there is limited research on Muslims' identity development and the impact of the school environment on their sense of belonging in this society. Semi-structured interviews were conducted with 16 Muslims from diverse and non-diverse cities in Québec (75% female, average age = 25 years old). Using Reflexive Thematic Analysis within a Critical Race Theory framework, eight overarching themes were developed. For identity development, these were: (a) Muslim Quebec identity is the putting-together of a mosaic, (b) Being Muslim is a pillar to my identity, (c) It's like balancing on a tightrope with no end, and (d) Realizing we are swans and not "ugly ducklings." Belonging was affected by school experiences, with the following themes: (a) Full belonging in Muslim schools, (b) My right to exist is respected in diverse schools, and (c) Spirit murder: The price of an education in White schools. Regarding solutions to tackling Islamophobia, the following overarching theme was developed: We need a holistic approach to addressing Islamophobia that intervenes at the micro, meso, and macro system levels. Overall, Muslims in Québec experience difficulty with managing, navigating, and developing their identity within the greater Islamophobic societal context. Being able to connect with a Muslim community and other minority groups buffers these negative effects, but ultimately, concrete and enduring societal changes are required to remedy these detrimental circumstances.