In this article, the authors present evidence and arguments that illustrate how language-in-education aspects are central to many of the challenges facing education in the Seychelles today. They argue that many of these challenges cannot be fully addressed without confronting the mismatch between the language of instruction and the language skills of the learners and teachers. By referring to evidence from more than a decade of their research on language-in-education policies in Seychelles, the authors show how ideologies and policies have counteracted the role of Kreol Seselwa in education leading to epistemic inequities in our system. The article discusses language-in-education policy issues at three different national levels in the system: at the formal policy level; in the field; and, finally, on a more general national level. It also looks ahead and presents concrete policy suggestions on how to address the challenges discussed. These suggestions are summarized in a proposed model for a more inclusive and equitable language-in-education policy that also considers the effects of language policies in Seychelles society as a whole.