This paper explores a particular aspect of multilingual education in Tanzania by first looking at the multilingual nature of Tanzanian society that one would have expected to be reflected in language planning and policy making, so that the policy supports the multilingual nature of the Tanzanian society. Questions that come to mind at this stage are: to what extent do education stakeholders and the general public understand the benefits of multilingual education? To what extent do they understand the negative impact of the current monolingual education? What reasons do stakeholders of education give for abandoning the languages that children already understand (i.e. their mother tongue when they first start primary education; and Kiswahili as they complete primary education and start secondary education); instead policy makers opt for languages that pupils/students do not understand. The author believes that the answers to these questions and more that are likely to be raised will bring up avenues to address how the existing multilingualism, which is a fact of life in Tanzania, can be formalized in practice in the education system.