Within Canada’s history comes multiple immigration surges which resulted in a rich ethnic diversity that currently exists in metropolitan areas. With the diversity of Montreal comes certain experiences that are unique to specific ethnic communities. Many mono-cultural schools exist which are alternative to the mainstream multicultural curriculums. Students in certain communities are immersed within their own culture for years before mixing in an academic setting with diversity. Often, this shift occurs during the transition to high school which is a time of great development within its own. This phenomenological study was interested in better understanding the experiences of students who had transitioned to a multicultural high school setting during a global pandemic after having attended a mono-cultural elementary school. A mixed-method design was employed to capture the essence of the students’ experiences including both interview and art-based data. Various art options were available for students to choose from including creating a drawing or collage, writing a song or poem or presenting artifacts that represented their experiences in both elementary and high school. Data gathered from the participants (N=5) was presented in a case-study format. Although transition experiences differed for each student, all were affected in one way or another by the pandemic context. In terms or ethnic diversity, some students initially found it difficult to adapt to a multicultural environment although they eventually got used to it. All students spoke about the importance of their friends and other systems in helping them adjust to their new school context.