Tanzaniahasbeen rightlyknownasoneofthemostsuccessfulinstancesofhavingpursued an active endoglossic language policy as well as of promoting an indigenous African language, namely Swahili, as the medium of instruction.Since the early years of independence Swahili has been adopted as the medium ofinstruction forprimary education.Currently, students atsecondary and tertiary levels have to use English as the medium ofinstruction.Thesuddentransitionfrom SwahilitoEnglishhas beenblamedasoneoftherootcausesofthecurrentcrisisofeducational standards. Many scholars both from Tanzania and abroad have consistently pointed outthatthe problem ofthe medium ofinstruction resultsineducationalfailure,buttheTanzaniangovernmenthascontinued to be half-hearted in this matterbased on an exaggerated beliefthat Englishplaysapivotalroleintheageofglobalization.Englishintoday's Tanzania is almostsynonymous with upward socialmobility,and even English-medium primaryschoolshavebeenmushroominginrecentyears. Theconflictbetweenindividualsandofficiallanguagepolicyisinevitable, because the former prefers English as a medium ofinstruction atall levelsandthelattertriestomaintainSwahiliatleastatprimary levels. Foralanguage-in-educationpolicytobeviable,multi-facetedapproaches need to beintroduced and applied to reflectchanging socialrealities in Tanzanian society.The language-in-education policy also needs to be considered in the contextofsocialinequalities and the distribution of limitedresourcesamongmembersofthesociety.