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Difficulties at school for children and adolescents in France who are from migrant families are often attributed to the family’s cultures of origin not meeting with the institutional cultures of the host country. This gap, sometimes considered as a break, has an impact on young people’s relationship with knowledge, but also on their relationship with the surrounding environment. A social, cultural, and symbolic in-between exists between migrant families and the school. We propose to study this by presenting the case of a teenage girl who struggles both at school and with her identity. Through a clinical research procedure, we present real and fantasized conflicting aspects of the school trajectory, but also the process of identity construction throughout this trajectory, which is told through a school romance. The school romance is a way of expressing her story between reality and fiction. It is a space for creating links and meaning between academic and social trajectories, and at the same time migration and family history.