Abstract: This study presents the history of language policy in Ghana and discusses some emerging issues of the policy at the lower primary school level. In a brief recap, the study highlights the undulating language-in-education policy from 1925-2007. Ghana, like most African countries is still grappling with the choice of a particular medium of instruction. Despite the advantage of between 60-80 indigenous Ghanaian languages and dialects, the language-in-education policy is inconclusive of which language to use as medium of instruction in lower primary classrooms. The study points out that, the unstable nature of the policy is compounded by chronic challenges such as low levels of teacher professionalism, inappropriate use of classroom curricula, lack of adequate classroom facilities and inadequate trained teachers to teach in mother-tongue. In the mist of all these, the study discusses issues on teacher capacity, teaching and learning materials, parent’s and pupil’s views all which are equally crucial for a successful implementation of the language-in-education policy, at the lower primary school level. The study concludes that if these issues are properly addressed, the gap between ‘theory’ and ‘practice’ will be resolved at the implementation stage. The study therefore, recommends a more holistic approach to the implementation of the language-in-education policy for a solid foundation for pupil’s literacy skills acquisition in their early years schooling.