This study explores early francization models for a linguistic minority currently struggling to preserve its language. The French Acadians of New Brunswick, Canada, represent 30% of the province's total population, yet their numbers and their linguistic vitality are decreasing. New Brunswick has two public school systems: the English language schools cater for the majority while the French language schools have been created for the minority, with the goal of this separate, homogeneous school system being to preserve the French language. However, for some children who are members of this linguistic minority, the language is no longer spoken at home, and thus, when parents in such situations opt for the French school, their children are immersed. Data were collected from nine schools in order to examine the particular Early Francization Model they operate, and how they manage their mixed intake. Four different models of early francization (sheltered class, mainstream class with pull-out, mainstream class with pull-out plus in-class support and integrated model) for this revitalization effort are described and group interviews were carried out to assess how the schools organise their francization programme. In addition, French language outcomes were measured for students enrolled in the programme in the kindergarten year (five years old). The quantitative data indicate that children who participated in the integrated model fared better in terms of French vocabulary outcomes. (author abstract)