The Austrian education policy employs a segregated model of language support, ostensibly to provide equitable opportunities for language learners. Prior research has demonstrated that this model has not fully achieved its objective of equalizing opportunities, as students persistently confront many academic and socio-emotional challenges. To gain a more profound comprehension of the intricate nuances associated with equity and opportunity, this article deploys the "What's the Problem Represented to be?" approach developed by Bacchi (2009). Serving as a valuable tool for researchers, policymakers, and advocates working towards social change, the article delves into the role of governments in the construction of policy problems and the legitimations associated with segregated language support in Austria. The research thus seeks to challenge the idea that policies are designed to address existing problems. Conversely, it argues that policies are themselves responsible for creating the very problems they are designed to address. The findings indicate the presence of deeply entrenched assumptions and presuppositions that are fundamentally shaped by nationalist ideologies, which persist as a persistent legacy of colonialist and racist attitudes. The discussion calls for a radical transformation of the prevailing approach to policy-making, challenging the status quo and exploring alternative avenues for addressing societal responsibilities.