This paper examines learners’ transition from Setswana in Standard One to English at Standard
Two in line with the implementation of the language-in-education policy in selected Botswana primary schools.
Using data from classroom observations, open ended questionnaires and interviews, this paper scrutinizes the
effectiveness of such transition especially where learners do not speak both languages of instruction. The
transitional education model is used as a theoretical framework for this paper to better understand how
transition could be done from one language to another. The findings of this study indicate that transition from
Setswana medium of instruction to English medium is taken for granted and is overlooked by key agents of the
policy and supervisors and therefore it is not monitored and supervised. The conclusion is that the period of
transition is critical and sensitive. As a result, teachers and supervisors; both internal and external should
have the necessary delivery skills and support to enable them to go through that critical period with less
anxiety.