Libya is a multilingual state with multiple languages in official use, including Arabic, Berber, and Greek. The country's complex linguistic landscape poses challenges for education policy, particularly regarding language instruction. A qualitative research approach was employed to analyse data from interviews with educators and policymakers in Libya's Ministry of Education. Focus group discussions were also conducted to gather insights into current and proposed language policies. Interviews revealed that while Arabic is the primary medium of instruction, there are significant variations in language policy application across different schools and regions, leading to varied student performance outcomes. The study highlights the need for more consistent implementation of language policies to ensure equitable educational opportunities for all students regardless of their linguistic background. Policymakers should advocate for standardised language instruction practices and monitor regional variations in policy application to mitigate disparities in educational quality.