In the era of globalization, multilingual competence has become an invaluable asset for individuals, and the choice of language in education may exert lasting influence for students’ educational achievements and personal advancement. In this case study, four Tibetan students from Qinghai Province have been sampled and interviewed in order to reveal to what extent their language education in school has played a role in their personal development. The study sets itself in the field of educational choices as symbolic capital, and the analysis is framed within Bourdieu’s theory of capital, assuming that every language in the linguistic repertoire is empowered with different economic, social and cultural capitals. It is found that students with Tibetan-Chinese bilingual and bi-cultural competencies tend to be more successful in career than those who are versed in Tibetan only.As such, it is suggested that Chinese language education shall be enhanced in schools where ethnic minorities are populated.