This study points out challenges and tensions faced by Nepali ethnic minority students in two Hong Kong secondary schools deriving from language policies adopted by the post-colonial government. It explores how students face the pressures of learning via the medium of either English or spoken Cantonese and written Chinese. Assay of the data discloses that these students face injustices in schools due to neglect of attention to their overall educational evolution, discrimination in the institutional settings, and lack of chances to preserve their own heritage language and identity. Based on data arising from interviews with 28 secondary school Nepali students in 2013 and 2014, and an observation of two schools with a sizeable population of Nepali ethnic minority students over a period of more than two years, this paper investigates how students face the pressures of learning through the medium of either English or spoken Cantonese and written Chinese. Analysis of the data reveals that these students face inequities in schools due to neglect of attention to their overall educational development, discrimination in the institutional settings, and lack of opportunities to maintain their own heritage language and identity. Based on the findings, this paper proposes a multilingual education model for ethnic minority students, drawing on the models set out in Adamson and Feng (2014. “Models for Trilingual Education in the People’s Republic of China.” In Minority Languages and Multilingual Education, edited by D. Gorter, V. Zenotz, and J. Cenoz, 29–44. Dordrecht: Springer), which has potential to redress the balance.