The state of ESL in Canada has been a looming, mishandled entity. Canadians espouse the benefits of diversity and have politically correct policies concerning racism and equity for the linguistically disadvantaged, but in reality something has gone terribly wrong. This article outlines specific myths and delusions that plague educational institutions as they struggle to respond to the challenges of diversity. These myths include: (1) Integration is a panacea; (2) ESL teachers are natural leaders; and (3) Students will learn language alongside content instruction. Among other things, the author points out the case in lack of follow-through from equity policies to practice in Canada. Integration, funding, standardized tests and strict grade-specific assessment are at odds with the pedagogy and common sense knowledge of second language acquisition. (Contains 8 notes.)