This study sought to examine how Botswana recognized and celebrated her linguistic and cultural diversity in
society and in the education system. At various national celebrations, such as President’s Day, National Cultural
Day, and National Language Day, Botswana celebrated her linguistic and cultural diversity by inviting ethnic
groups from almost all regions of the society to perform cultural dances, poetry, and music while the same
dispensation was denied primary school learners from ethnic minority groups. The use of Setswana as the medium
of instruction leaves out the learners’ cultures, languages, and identities. Teachers and school management were the
key participants in the study while learners’ artefacts were examined. Data were collected through open-ended
questionnaires and interviews and analysis of documents/programmes from the Ministry of Sports, Youth and
Culture responsible for national celebrations. The findings indicated that learners were denied linguistic and
cultural diversity of their languages and cultures in the classrooms while there was evidence of celebrating culture
and linguistic diversity in society. This called for a change in perspective and attitude to extend linguistic and
cultural diversity to the classrooms so that learners could become capable of shouldering responsibility of their
lives and participate in the development of their country.