This chapter provides a critical examination of the potential social outcomes of bilingual education (English + Sinhala/Tamil) in multilingual and multiethnic Sri Lanka. Specifically, we explore the potential of English as a medium of instruction in bringing together divided ethnolinguistic groups who may be segregated by ethnically based mother tongue instruction. Using Bourdieu’s theory of practice as our theoretical lens, we present and analyse data collected through focus-group discussions with students and interviews with other stakeholders to illustrate complex and conflicting linguistic orientations and their consequences underlying the dynamics of bilingual education classrooms. We argue that the ethnically polarised public school system perpetuates ethnocentrism, which may be directed towards inclusive dispositions in the English-based multiethnic bilingual classroom where students socialise and interact beyond their ethnolinguistic boundaries. Nonetheless, English in this education space seems to have mixed social outcomes. While it serves as an unmarked code that brings the two competing linguistic communities together, it also works as a symbolic weapon that cuts between those who can speak English and those who cannot, irrespective of ethnicity. At the same time, it may not necessarily be the case that those who are proficient in English accrue more power; at times, they may also be overpowered by those who do not claim proficiency in English on ethnolinguistic grounds. We conclude the chapter by drawing implications for medium of instruction policies for social harmony in multiethnic and multilingual societies such as Sri Lanka.