This chapter examines language planning and policy as stated in various policy documents and in pronouncements made by policy makers in Tanzania. The discussion relates language planning and policy to the actual practice in the schools and in the classrooms. From the policy makers’ point of view, there is a common misconception that students learn English language through practice when they use it as language of instruction in secondary schools and higher learning institutions. However, more than 50 years of this practice does not seem to have yielded impressive results, on the contrary, the level of students’ English has been falling over time. Moreover, from researchers’ point of view, practice does not always make perfect. The chapter draws on research from the LOITASA (Language of Instruction in Tanzania and South Africa) project as well as on studies from other countries in and beyond Africa to substantiate this second view. The chapter also highlights some of the inappropriate labels, choices and policy decisions that have led to serious challenges faced by English language teachers in teaching English.