ADEDIGBA, Olabisi2021-10-042021-10-0420160189-6636https://uilspace.unilorin.edu.ng/handle/20.500.12484/6506UNESCO has encouraged Mother Tongue (MT) instruction in primary education since 1953 and also highlights its advantages right from the start. How far has this policy been implemented in our primary schools? How many mechanisms have we put in place to make the language policy achievable? Do we as a nation continue to use foreign language as our official language of instruction when foreigners are already coming to our country purposely to learn our indigenous languages that we look down upon and never appreciated? Truly, there are some pedagogical problems associated with the use of Mother Tongue as a medium of instruction at lower primary schools; the values that can be derived from its use are so enormous that we cannot afford to be careless about it. If learning in MT is possible in Cameroon, Guinea, India, Mali, the Philippines, South Africa and Vietnam, then it can be possible in Nigeria also. In lieu of this, the paper explores the psychological, sociological and pedagogical benefits of the use of mother tongue as a medium of instruction, pinpoints the problems associated with its use while suggestions are proffered on how Nigeria as a nation can pull through these problems and make the language policy practicableenChallengesMedium of instructionMother TongueProspectsArticle