Teachers and classrooms in Ontario consistently communicate to Tamil students that their names are too long, too foreign, too difficult to pronounce, and a hassle for teachers to learn. Teachers colonize Tamil students’ names with the goal of making them as “white” and English as possible by systematically renaming, mispronouncing, and/or shortening Tamil names. I call this process the “colonization of names.” This paper explores the impact of the colonization of names amongst Tamil Canadians through critical race theory. I conducted six semi-structured interviews with Tamil Canadian adults who went to public school in southern Ontario and had childhood experiences with the colonization of their name. This study indicated that participants experienced grave consequences due to the colonization of their names, including anxiety and embarrassment, a lack of sense of belonging, a feeling of cultural displacement, and being forced to occupy dual identities by having two names (one used at school, and one used at home). Some participants maintained their colonized name, while others made efforts to reclaim their Tamil name. Regardless of how students choose to navigate this forced renaming, the Ontario education system, which is embedded in colonial and white supremacist structures, needs to be problematized and held accountable for the colonization of Tamil names, and for constructing the false narrative that non-English names need to be changed.