Côte d'Ivoire is a multilingual country with multiple indigenous languages alongside French and English as official languages. Language policies in education have been a subject of debate, reflecting broader issues of cultural identity and national cohesion. The research employs a comparative analysis approach, examining data from various regions in Côte d'Ivoire where different language policies have been implemented. Qualitative interviews with educators and policy makers, along with document reviews, were conducted to gather insights into current educational practices. Findings indicate that bilingual education models show higher student engagement and literacy rates among children whose first language is not French compared to monolingual French-only settings. Specific themes include improved communication skills and reduced dropout rates in bilingual schools. The study concludes that a balanced approach integrating local languages into the educational curriculum can enhance learning outcomes, particularly for students from minority linguistic groups. Recommendations suggest incorporating mother-tongue education as part of national language policies to better accommodate linguistic diversity and improve educational efficacy across Côte d'Ivoire’s multilingual society. Language Policy, Education Outcomes, Multilingualism, Côte d'Ivoire, Bilingual Education