Language policies in Chad have evolved to address linguistic diversity within a predominantly Francophone educational system. A mixed-methods approach combining quantitative data from standardised test scores and qualitative insights through interviews with educators and students in Chad. Language proficiency significantly improved among primary school children following targeted language education interventions, particularly in mother-tongue instruction. The study underscores the effectiveness of bilingual education models in enhancing educational achievement across linguistic groups. Policy makers should consider sustained implementation and evaluation of multilingual educational strategies to ensure equitable learning outcomes for all students in Chad. Language policy, Educational Outcomes, Multilingualism, Chad