The purpose of this study was to gain understanding of how linguistic minorities in Latvia make their choice on a language in education. Despite various minority groups having access to education in their mother tongue, some parents still prefer sending their children to mainstream educational institutions. Therefore, I questioned how education for linguistic minorities was organized in the Republic of Latvia and what parents motivations were when choosing a school for their children. Two minority groups Russians and Poles have been chosen because they enjoyed the best opportunities to maintain their mother tongue through education. The research problem was addressed qualitatively. Analysis of national policy documents as well as semi-structured interviews with two minority school directors and thirteen parents were employed in order to address the topic from different perspectives and increase trustworthiness and reliability. Analyzed data was then discussed inside the theoretical framework based on the main concepts of language, power and identity. The study found that the choice of a school is a complex decision-making process in which a number of factors play a role. However, language of instruction has found to be one of the most important factors for minority parents when choosing a school for their offspring. On the one hand, the intrinsic value of the native language and its significance to one s identity has found to be the main factor for favouring minority schools. On the other hand, instrumental goals along with the desire to be accepted by the titular population are the main motivating factors for minority parents to choose mainstream educational institutions. Despite contextual differences and dissimilar interpretation of the aim of minority education in Latvia, both Poles and Russians evaluate positively their choice of a school and the education system in general.