Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and culture play a vital role in achieving educational goals at individual, national and international levels. This paper is part of the main study that used the qualitative approach to investigate how the language-in-education policy is implemented in ethnically and linguistically complex classrooms. The policy recognises only two languages of instruction: the national and a foreign language. Therefore, the idea is to see how such a policy is implemented in situations where learners do not speak the two languages. The findings indicate that there are challenges that could impede on achieving both the national and global educational goals especially Education for All goals as regards ethnic minority groups. The study observed that some of the marginalized groups such as BaZezuru and San lag behind due to language barrier and different lifestyle which are not considered in the implementation process. The paper recommends a reconsideration of the language-in-education policy that is inclusive in order to achieve the Education for All goals.