This paper presents a pilot study conducted in a school in Veneto (north-eastern Italy). We examine the language practices of 68 learners (adolescents) enrolled in a technical school in Noale, a town with 15 000 inhabitants, close to Venice. Their language usages are situated along an Italian—dialect continuum. The data were collected in our 150 hours of participant observation. In the analyses, we examine the ways in which the adolescents exploit their multilingualism for stylistic purposes within the school context. Our analyses provide a different approach to style, as we do not consider social stratification (the adolescents come from the same social background). Rather, we explore the categorisations and the processes of social meaning construction that emerge in a shared communicative context (classroom activities).