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This chapter examines the consequences of current language policies for learners in the Seychelles, which, like many other Sub-Saharan African nations, has an early-exit transitional model of education. Based on the results of five separate research studies examining policy documents, teachers’ attitudes and practice, as well as student attitudes and performance, we show that the intentions of the Seychelles National Curriculum Framework do not translate well into practice, with negative effects on the learning situation, in particular for those who have limited access to English. A key to change, we argue, is to work with teachers’ attitudes towards their first language, Kreol Seselwa (KS), and their understanding of its potential in helping kn