This paper tests the L2 Status Factor (Bardel & Falk, 2007) by examining to what extent Dutch secondary school students (13–15 years) prefer L2 English over L1 Dutch in L3 French acquisition, and studies the influence of L2 education by comparing an English immersion curriculum vs. a regular Dutch curriculum. It investigates verb placement in declarative root clauses, viz. V-to-T movement, where the finite verb moves to T in French but not in English and V-to-C movement, in which the V2-rule applies in Dutch but not in French. It reports data from a Grammaticality Judgement Task. The results indicate that in the immersion group there is significantly more influence from English than from Dutch. In the regular group, the L1 and the L2 are both important sources of transfer.