This paper reports on the experiences from an English medium school (EMS) in Tanzania. It places Tanzanian EMSs in the larger context of bilingual education practices and examines the similarities and differences with immersion programmes in other parts of the world. The triglossic community background of these schools is noted, showing that even though the simultaneous acquisition of two or more languages is a theoretical possibility, the conditions for its realization in Tanzanian elementary schools pose special challenges. Among the most pertinent challenges and choices facing EMSs the paper discusses (i) teacher quality (ii) the ideal time for introducing another language, (iii) the impact of English medium education on cognitive and personality development, and (iv) the place of code switching in the classroom. It is argued that the best course of action in these schools would be a gradual transition from Kiswahili medium instruction in the lower grades to English in the higher grades. But since this avenue is blocked by conflicting demands from stakeholders, educators have to make a choice of pursuing some goals while putting others on hold.
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