This article aims to identify the diverse identities present in a Business/Management school and to analyze the strategies adopted in order to improve the “cohabitation” between different actors (Students, management and teachers) of the school within this context. We have started our empirical research by observing the participants within the institution. This step helped us to develop a questionnaire that was distributed afterwards to the students. Based on the analysis of the results, we were able to categorize students into different identity groups, such as “job” identity or “first-time entrant” identity. Each of these groups have a specific behavior which can be a source of tension or “incommunication” within the classrooms. By identifying these groups, the school management has developed strategies to improve cohabitation (integration days, culinary discoveries, etc.)