The formulation of a languages-in-education policy (LEP) in Ireland illustrates some challenges at the macro- and micro-levels. A clamour for policy has reverberated through language education institutions in Ireland within the last decade. This paper explores and discusses: (1) the trajectory of an LEP in Ireland from initial formulation to efforts at implementation which have been influenced by the changing sociolinguistic map and language situation in Ireland (i.e. Ireland's new-found multiculturalism and the management of diversification); and (2) the intersection of policies to extend bilingualism (Irish as the national but a minority language--Irish is considered as a minority language here only in terms of number of speakers. It is the national and first official language of the Irish state, but, nonetheless, spoken as a first language by only between 3% and 5% of the Irish population) and support multilingualism (immigrant languages). The questions and issues raised in this paper point to the need for a new understanding of the policy process because they epitomise the kinds of local contexts and specific circumstances that implementers confront not only in Ireland but also in regions and areas where societal bilingualism is beginning to change into or compete with multilingualism in an LEP. (Contains 1 note.)