My dissertation research on Tibetan education examines Tibetan students' perceptions of ethnicity, culture and identity as interacting with mother tongue-based multilingual education (MLE) by exploring the process of ethnic boundary-making among Tibetan students in China's higher education. It draws attention to the relationship between the aspects of Tibetan culture and identity that are included in the curricula or otherwise used by a nationality university to promote ethnic diversity and equality, and how Tibetan students respond to the language choices that are available at the university, and thereby demonstrating its significance on educational and career opportunities, and ethnic socialization.