This article examines the extent to which racial/ethnic segregation between Afro- and Indo-Caribbean immigrants in New York City (NYC) impact their language use, particularly in schools. It reports on the results of a year-long qualitative study conducted in two schools—one located in a predominantly Afro-Caribbean, and the other in a predominantly Indo-Caribbean community in NYC—exploring the relationship among racial/ethnic identity, residence, social interaction and language practices with regard to Caribbean immigrant children.