The Muslim minority of western Thrace represents a special case in modern Greece. It is characterized by the following features: the institutional recognition of the population as a “minority” (treaty of Lausanne, 1923); the existence of bilingual (Greek-Turkish) primary schools providing “education for the minority,” which is unique in Greece; and the dependence of everyday life on the fluctuations of the diplomatic relations between Greece and Turkey. The author discusses how members of the minority use identity strategies and describes the various steps taken by the Greek government to prevent their social exclusion. The study focuses on the 1990s and considers the educational strategies of three families, particularly in relation to the type of schooling they will choose. Their dilemmas manifest the diverse and competing conceptualizations of ethnic identity: the ones that privilege Turkey as a point of national reference and the ones that do not, claiming and rejecting it at the same time.