Although 2017 marks the completion of two decades in which Aragonese has been taught in schools, data on its current situation and its future prospects in education remain limited. As a contribution to these areas, we have undertaken a multiple case study using a qualitative methodology, focusing on the analysis of linguistic attitudes in the educational communities of 26 schools where Aragonese was taught in 2015. With respect to families, the data show a prevailing attitudinal climate that we call “conditioned interest”, which tends toward a positive evaluation of the language, but also reflects a certain rejection of its use as a language of instruction, showing instead a preference for instruction in majority foreign languages based on an ideology of language learning characterised by an instrumental orientation.