Providing French-language instruction during formative years is important for official bilingualism, particularly outside Quebec, where French is not the majority language spoken. However, recent reports suggest that several provinces outside Quebec may be facing French teacher shortages. One approach to filling these shortages is actively recruiting and retaining Francophone immigrants who have completed teacher education. Yet, little is known about the potential and actual roles of immigrants in this regard: the size of the group, where these immigrants settle, whether they end up using their teaching credentials and whether they teach in French. The purpose of this study is to answer these questions by using Census of Population data, which contain information on first official language spoken, language used at work, immigrant status, highest level of educational attainment, field of study, location of residence and location of work. The study primarily compares 18- to 60-year-old Francophone immigrants with foreign teacher education (obtained outside Canada) (FIFTEs) with their non-immigrant counterparts who obtained their teacher education anywhere (Francophone non-immigrants with teacher education [FNITEs]). The study finds that, in 2021, a smaller share of 18- to 60-year-old immigrants were Francophone and had completed teacher education compared with non-immigrants in the same age range. Among the key comparison groups, a similar share of FIFTEs and FNITEs resided outside Quebec. FIFTEs living outside Quebec were more likely to reside in Toronto, Alberta and British Columbia, but less likely to reside in the rest of Ontario (excluding Ottawa, where they were about equally likely to reside) and New Brunswick. Among FIFTEs, location of study and immigrant admission class were strongly associated with the probability of residing outside Quebec. Specifically, FIFTEs who studied in the United Kingdom, United States of America and Democratic Republic of the Congo were the most likely to reside outside Quebec, while those who studied in Algeria were the least likely (among locations of study that could be examined separately). With regard to immigrant admission class, economic FIFTEs were less likely to reside outside Quebec than refugee FIFTEs. Employed FIFTEs were far less likely to work as teachers than employed FNITEs. Among FIFTEs, location of work, location of study and immigrant admission class were strongly associated with the probability of working in education. Specifically, FIFTEs working outside Quebec were substantially more likely to be employed as French teachers than their counterparts working in Quebec. FIFTEs who studied in Egypt, Côte d'Ivoire, Algeria, France and Lebanon were the most likely to work as French teachers, while economic FIFTEs were more likely to work as French teachers than family or refugee FIFTEs. [This study was funded and jointly conducted by Immigration, Refugees and Citizenship Canada.]