Kinyarwanda - the language of Rwanda - appears to be one of the world?s most complex and possibly richest, but increasingly endangered by foreign influences. The language complex features are particularly associated with the multiplicity of its morphemes and their agglutination to form its words (or sentences), as well as its extra-ordinary lexical variability and expressivity. Conversely, its richness seems to be increasingly overshadowed by a culture of language simplification and hybridization that affect key aspects of the language, which might be stemming from cultural crossbreeding that the Rwandan society has been undergoing for some years. The diversity of languages spoken by Rwandese who returned to their homeland after many years of exile in other linguistic cultures for example, colors, influences or hybridizes the standard Kinyarwanda. The present article argues therefore, that hybridization of the language has educational implications, and educators are often confronted by many unanswered questions that may include: „„What is the standard Kinyarwanda???, “To what extent can the foreign influences and related dilemma be tolerated during the learning and teaching process??? and, “How can educators deal with these??? The article attempts to explore the basis of these key questions, and basing on the findings of research conducted in the field of education including non-formal education, it sounds a wakeup call to all teacher trainers, especially those of Kigali Institute of Education, to reflect on their profession and their roles in shaping the future generation of the
country - Rwanda.